El Llano Grande Journal - What Kids Can DoEL Llano Grande Journal Page 3 One immediate concern to confront is the traditional method by which history is taught. Ninety-nine percent

Rural Challenge in South Texas

Volume 1, Number 1 Editor: Francisco Guajardo August 1997

Studying Ourselves in Our Schools:An Idea/Project Guide for Edcouch-Elsa and La Villa Teachers

El Llano Grande JournalEl Llano Grande JournalEl Llano Grande JournalEl Llano Grande JournalEl Llano Grande Journal

An Overview of Rural Challenge

Bienvenidos al Llano Grande Journal, a publi-cation named after the place it serves, a land named El LlanoGrande in the late 18th Century when it was granted to Juan JoseHinojosa by the Spanish Crown. First the Spanish took the landfrom the Natives and settled it; then Spanish lands gave way toMexico; then Mexican lands gave way to the United States. To-day the towns of Edcouch, Elsa, and La Villa exist within thegeographical boundaries of that old Spanish land grant. Y bienvenidos al Rural Challenge. In the spring of 1997, underthe leadership of Edcouch-Elsa I.S.D. Superintendent Mary AliceReyes, several folks from Edcouch, Elsa, and La Villa developed aproposal which was then submitted to the Annenberg Founda-tion to enter its Rural Challenge competition. The Rural Chal-lenge grant encourages rural communities across the United Statesto rethink the way they teach, namely by placing high value onwhat are rural and local. We share the Foundation�s vision thatwe fundamentally empower ourselves when we assign a highvalue to what is local: in history, in science, in the arts, and inevery other discipline.

We are pleased to report that we won the grant thissummer and are excited about beginning our first year; years twoand three will be funded when we demonstrate satisfactory firstyear work. The Rural Challenge grant offers resources to ruralschools willing to be innovative, and they have offered us anopportunity to put Edcouch, Elsa, and La Villa in the center of ourinstructional universe.

Drawing by: Jack Jackson, from A Shared Experience.Based on the Old Map Collection, General Land Office, Austin, Texas.

Volume 1, Number 1 of El LlanoGrande Journal is authored by ErnestoAyala, Carlos García, MónicaMarroquín, and Francisco Guajardo.Graphics by Lic. Guillermo C. Bosque.

ContentsContentsContentsContentsContents:

An Overview of Rural ChallengeAn Overview of Rural ChallengeAn Overview of Rural ChallengeAn Overview of Rural ChallengeAn Overview of Rural Challenge p. 1p. 1p. 1p. 1p. 1Focusing on the LocalFocusing on the LocalFocusing on the LocalFocusing on the LocalFocusing on the Local p. 2p. 2p. 2p. 2p. 2Some Language from the ProposalSome Language from the ProposalSome Language from the ProposalSome Language from the ProposalSome Language from the Proposal p. 2p. 2p. 2p. 2p. 2Concise History of AreaConcise History of AreaConcise History of AreaConcise History of AreaConcise History of Area p. 4p. 4p. 4p. 4p. 4Ideas for ProjectsIdeas for ProjectsIdeas for ProjectsIdeas for ProjectsIdeas for Projects p. 5p. 5p. 5p. 5p. 5

Social StudiesSocial StudiesSocial StudiesSocial StudiesSocial Studies p. 5p. 5p. 5p. 5p. 5Language ArtsLanguage ArtsLanguage ArtsLanguage ArtsLanguage Arts p. 8p. 8p. 8p. 8p. 8Selected Bibl iographySelected Bibl iographySelected Bibl iographySelected Bibl iographySelected Bibl iography p. 9p. 9p. 9p. 9p. 9Vocational ClassesVocational ClassesVocational ClassesVocational ClassesVocational Classes p. 10p. 10p. 10p. 10p. 10Fine ArtsFine ArtsFine ArtsFine ArtsFine Arts p. 10p. 10p. 10p. 10p. 10SciencesSciencesSciencesSciencesSciences p. 12p. 12p. 12p. 12p. 12MathematicsMathematicsMathematicsMathematicsMathematics p. 13p. 13p. 13p. 13p. 13

On Doing Oral HistoriesOn Doing Oral HistoriesOn Doing Oral HistoriesOn Doing Oral HistoriesOn Doing Oral Histories p. 14p. 14p. 14p. 14p. 14Interview AgreementInterview AgreementInterview AgreementInterview AgreementInterview Agreement p. 15p. 15p. 15p. 15p. 15

Focusing on the LocalFocusing on the LocalFocusing on the LocalFocusing on the LocalFocusing on the Local

Teachers in our districts frequently encourage students tostudy local history themes. Yearly our students research their ge-nealogy, native vegetation, local politics, etc. But while we havecentered some instruction on what is local, we have not followed alocal focus throughout the schools and across the curriculum on agiven year. We will have that focus and direction this year. A con-certed effort emphasizing local themes in classrooms from kinder-garten to senior high school can potentially yield terrific volumesof information which we can publish through the Rural Challengeproject. If your students produce work you and they are proud of,PUBLISH IT! We will help you.

Some Language from the ProposalSome Language from the ProposalSome Language from the ProposalSome Language from the ProposalSome Language from the Proposal

The following are excerpts from the proposal presented tothe Annenberg Foundation; therein we discuss our challenges andexplore the plan we have proposed to meet those challenges:

How can we establish pride and develop a sense of com-munity? We notice the need to connect to our past, to preserve it forthe future and to develop a sense of historical and cultural identity.We recognize the need to improve the social studies and historycurricula, and we plan to make them more relevant and meaning-ful by incorporating local history scope and sequence of instruc-tion. Edcouch- Elsa and La Villa schools districts propose to em-bark on a comprehensive school and community-wide projectwhereby the schools, in union with the community, can work topreserve our South Texas heritage.

To harness the potential strength of the community, ev-eryone must participate. Our approach must necessarily be inclu-

EL Llano Grande JournalEL Llano Grande JournalEL Llano Grande JournalEL Llano Grande JournalEL Llano Grande Journal

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Aerial view of Edcouch-Elsa High School, circa 1950 by photographer Yoder is a prime example of a local historicalartifact we can use for study. Notice, for instance, the absence of the present-day gymnasium and band hall. Also makenote of an unpaved Yellowjacket Drive and new football field stands. What has changed? What has stayed the same?

sive as we propose to employ the talents of students, profession-als and paraprofessionals, and the entire community. We be-lieve in the philosophy that effective child development is a prod-uct of the entire community�s work. At the core of this extensivehistory research project, then, is the student: student learning,development, and growth.

Our challenge is to move from the traditional methodsof instruction where teachers and administrators control, to amore democratic educational process where students, and just asimportantly, the community become integral in the decision-mak-ing and research processes. Our project is an ambitious one be-cause it promises to employ the participation of so many, but weare convinced that by democratizing the process can we begin totell our story. Just as importantly, by democratizing work can webegin to prepare our youth and have effective, sustainable devel-opment. If we develop and prepare our youth, we assure our-selves of a brighter future for our community.

The Rural Challenge program at Edcouch, Elsa and LaVilla is staffed by Francisco Guajardo, project coordi-nator, and Ricardo Gamez, researcher and archivist; bothcan provide direct support to faculty, students, and mem-bers of the community needing assistance with local re-search projects. Their office is at Edcouch-Elsa HighSchool. Please call either at 956 262-4731 for any as-sistance you may need. Or e-mail them [email protected].


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One immediate concern to confront is the traditional methodby which history is taught. Ninety-nine percent of Edcouch-Elsaand La Villa students are of Mexican ancestry, yet our historytextbooks treat people of Mexican origin only peripherally. Thehistory of rural South Texas as it unfolded socially, culturally, oreconomically has yet to be told. Only the region�s political his-tory as it relates to the state and national levels has receivednotice by the mainstream history. Some historians have chronicledthe region�s past, but their narratives have generally been of themainstream variety focusing on the major politicos, butmarginalizing the social, cultural, and even most of the economicaspects of the area�s past. Our community thus exists without athoroughly- documented history, and we�re all poorer because ofthat. As we begin to retrieve elements of our past, our studentsand our community will begin to understand and give shape to atruer and more personal context of themselves and their commu-nity. A new history will be born, one which will empower itsauthors as they work together to give themselves a clearer andricher identity.

The rich history of the complexities of a bicultural, bilin-gual, and biracial South Texas has yet to be told, and yet is told

every day. We listen to it in the traditional corridos (folk ballads), and we listen to it asit flows out of elderly Mexican American men as they gather occasionally to maketheir pan de campo (outdoor bread). Or when women meet to weave their complicatedcolchas (quilts), or when they team up for the festive tamalada (making tamales)during the holiday season. The history is rich; it is in the people and in their stories�in the folk oral traditions. But it is not in the books. And because it is not, youngMexican American students feel that their culture and history are of lesser value. �DidMexicans not exist at that time,� asked a La Villa student in a United States historyclass a few years ago. The circumstance prompting the question is not just a shame,but it is also a disempowering process which makes young people feel inferior. We seeit everyday. The force of marginalization and exclusion can be profoundly damagingto individual and collective self-esteems.

We will respond to this by writing our own books.As we do that, we will all become empowered: ouryouth because they will find out about their ancestors�contributions and their own heritage, and the largersociety because it will understand that Mexican Ameri-cans from rural South Texas are more than what thetraditional stereotypes suggest. �We can erect our ownStatue of Liberty,� said one Edcouch Elsa student ashe climbed Lady Liberty last year. �Why do Europeanimmigrants have this to commemorate their past, butwe have nothing to show our struggles and history,�he continued. Indeed, his insight has moved us, andwe intend to begin erecting that symbolic structure offinding out about ourselves through a collective in-quiry. We expect that all will be better for it.

The Handbookof Texas, pub-lished by theTexas State His-torical Associa-tion, provides atraditional lookat Texas history.

This is but one of the numerous stereo-types perpetuated in the popular culture.

A Very Concise History of the Area:A Very Concise History of the Area:A Very Concise History of the Area:A Very Concise History of the Area:A Very Concise History of the Area:

Archeological studies done in South Texas haveyielded sparse findings on pre-Columbian societies. Thearea was generally unsettled because of geographicalreasons: hot climate, aridity (we get about 22 inches ofrain per year), aggressive vegetation. Spanish conquis-tador Alvar Núñez Cabeza de Vaca, marooned off theGulf of Mexico, walked through this region in the early1530s and recorded the rough terrain, though he foundthe natives to be generally humane and god-fearing. Theearliest Spanish settlements began inthe 1750s and were characterized byranching communities; they engaged inlimited agriculture after becoming con-vinced of the unfavorable conditions forlarge- scaled planting. Ranching per-sisted into the Mexican era (between1821 and 1836), into the Republic ofTexas period (1836-1845), and well intothe United States era.

Before the 20th Century and before the found-ing of Edcouch, Elsa, and La Villa, the region was hometo nomadic natives, then to Spanish, Mexican, andAnglo ranching communities. Before the United States-Mexican War, the population of the region was almostexclusively of mestizo and indigenous ethnicity. Afterthe War, a small Anglo-American presence establisheditself in the region, and it grew slightly after the Ameri-can Civil War; soldiers made up the larger portion ofthose settlers. The large influx of Anglo settlers camearound the turn of the century when the economy began


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Edcouch, Elsa, and La Villa werefounded during this period of rapid socialchange. The farming era was ushered induring the turn of the century, followingthe construction of railroads. As SouthTexas experienced this intense change,land companies played an important rolein promoting an arid, semi-desert area asa tropical paradise promising the prospectof abundance and riches. By early 1930�s,palm trees planted by land developmentcompanies lined a number of South Texasstreets. The Rio Grande Valley, as the areacame to be called, would follow the pathcleared by those promoting agricultureduring the first decades of the 1900�s, andSouth Texas would thereafter become de-pendent on agriculture for the greater partof the 20th Century.

North Elsa roadleading toEnglemanFarms, circa1945,photograph byClarenceJohnstone.

SOCIAL STUDIES CLASSESSOCIAL STUDIES CLASSESSOCIAL STUDIES CLASSESSOCIAL STUDIES CLASSESSOCIAL STUDIES CLASSES

Archeology:Teachers and students can workwith local archeological sitesdesignated by the Texas His-torical Commission�s Office ofthe State Archeologist to findhow Indians and the earlySpanish dealt with the harshconditions of the area;

.Architecture:Students can study Indian, Spanish, Mexican, andAnglo American styles of building; study how town-ships were laid out, etc.; through studying architec-ture students can also learn of the natural resourcesused to build structures. The jacal below, for ex-ample, is made from mesquite wood and filled witha variety of other local resources. What are thoseother ingredients?


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The following is a sampling of ideas intended to aid teachers/students as they develop projects focusing on local themes.It is but no means an exhaustive list. Teachers should feel free to add to the list or to pursue other local topics they mayfind more relevant for their instructional needs. Again, this is but a supplement.

Arrowheads are from a publication ofThe Texas Historical Commission.

Autobiography:Develop autobiographies through which each stu-dent can pursue genealogical studies; students canalso write/read biographies of local people;

Culinary Arts:Students (and teachers) canlearn how to make tortillas;study the dietary value of tor-tillas; learn about tamales,buñuelos, pan de campo,fajitas, etc; students canstudy the effects of Mexicanfood: good health/badhealth; empacho, etc.;

Economics:Students can study local, regional, and global econo-mies as they directly relate to local people; relevanttopics include farming, irrigation, cheap labor, en-trepreneurship, formal economy vs. informal econo-mies; study relationship between race and classwithin given economy; how does the economy southof the border compare or contrast with the economy

north of the border? How do they impact oneanother?

Etiquette:::::Do South Texans behave any differentlythan do others? study issues of behavior,manners, respect, etc.;

Gender Roles:Study roles of men,women, girls, and boys;roles of grandmothers,grandfathers, tías, tíos,etc.; study machismo his-torically and as a contem-porary issue;

Photograph of a jacal, from A Shared Experience.

Ideas for ProjectsIdeas for ProjectsIdeas for ProjectsIdeas for ProjectsIdeas for Projects

Political and cultural geography:Study Indian groups who inhabited the RioGrande delta; study the first Spanish ex-plorations, settlements, and old Spanishland grants given in present-day SouthTexas; trace the evolving political bound-aries as the area changed from Native toSpanish to Mexican, to Republic of Texas,to United States, to Confederate state; studycounty and township political boundaries;study land formations, water, rainfall, etc.


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GeographyGeographyGeographyGeographyGeography:

Students can study the topography of theDelta area; arrange outdoor activities toexpose students to geography of the area.

.

Mapping:Students can identify who lives in each household of Edcouch, Elsa, and La Villa; they can play the role of CensusBureau by mapping the entire area; the massive data collection can be effectively done through the oral interviewprocess;

The political entitiescontrolling SouthTexas. From A SharedExperience.

City Planning:Students can use geometricand basic math skills (area,acreage, mileage, etc.) tocreate models of cities. Orthey can use the same skillsto study a layout of a citysuch as the illustration be-low of the Elsa Townsite onMarch 2, 1927.


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Identity:It is a complex but critical theme which canbe explored in good depth through study ofhistory, geography, literature, science, etc.;who are you, individually, and who are we,collectively? It is healthy to have a firmgrounding regarding who we are as histori-cal players, as members of families, as mem-bers of a community, etc. as seen throughthe eyes of local people;

The Virgen de Guadalupecarries great religious andsymbolic value in the livesof many Mexicans andMexican Americans. Stu-dents can study the historyand meaning of the Virgen.

Religion:Students can study the role of the Catholic church and its importance inthe communities; study the emergence of Protestant denominations inthe area; understand the role of religion in Indian societies of SouthTexas during pre-Columbian times;

Timelines:Students can trace local history as it corresponds to national and globalevents; for example, what was happening in this region when the Found-ing Fathers of the United States met at Independence Hall in the sum-mer of 1776? It just so happens the Nuevo Santander colony was into itsfourth decade of life. One report from the Viceroy�s office in New Spainstates that in 1757 (when British American colonials were fighting theFrench in the French and Indian War) 8,993 colonists settled in 24villas along the Rio Grande, and their livestock totaled some 58,000horses, 25,000 cattle, 1,874 burros and 288,000 sheep and goats. Clearly,there was robust activity and an abundance of life along the Rio Grandedelta well before the United States of America was even conceived;

Race Relations:Students can study the relationship between Mexi-can Americans and Anglo Americans locally, re-gionally, nationally, even internationally; photo be-low shows race relationship within specific laborsetting.

While relations between Mexican-originpeople and Anglos were often cordial, the historicalrecord also shows there were times of conflict. ThisRobert Runyon photograph (to the left) shows threeTexas Rangers with what they described as �DeadMexican Bandits.� It turned out the dead men wereranchhands from Las Norias, a ranching commu-nity north of Raymondville.

Clearing mesquite and brush in South Texas. Photograph by Robert Runyon.

Cognates:Students can study the derivation of specific words uniqueto region; attempting to understand elements of the Tex-Mex dialect can be a challenging academic exercise.

Corridos:Study corridos as literature. What do these folk balladssay about people, about community, and about history?Are there similarities between corridos of South Texasand the musical expressions of people from other partsof the world? Study the�Corrido de GregorioCortez, the corridos of he-roes and outlaws, and thethousands of other charac-ters whose experiences aretied to a South Texas con-text. Our students can alsowrite their corridos, just asthey compose essays andshort stories. Let�s expand the boundaries of the tradi-tional canon of American literature, or let�s create ourown canon.

Folklore:Tales, leyendas, etc. of the region can be used as literaryexpressions of culture; those can be compared and con-trasted with folklore of other regions, states,or countries.There is plethora of legends, tales, jokes, etc., all of whichcan be treated as literature.

German and French Classes:German and French language students can participatein translating oral interviews into the languages theystudy.

Local Literature:The literature on our area may be sparse (check selectedbibliography at end of section); but if the literature isinsufficient, then we need to create our own. Our stu-dents are as creative as any. Let�s create the tradition ofpublishing our own stories so future generations canreadily access local literature.


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Novels/plays:Pieces of literature selected by teachers can be more meaning-ful if they deal with local themes; some of these may be hard tofind, but they are out there. Relevant playwrights such as LuisValdez and Carlos Morton are but a few people to consult,though we should also create our own historical and contem-porary drama.

Shakespeare, et al:A word on the Bard and others such as he: the Shakespeares,and the Dickens, and the Hawthornes are clearly importantwriters who have much to offer.However, our students� culturaland language experiences aregenerally removed from thatwhich the mainstream literatureoffers. We can get our studentsexcited about literature moreeasily if we can expose them firstto what is local. Use local litera-ture as a springboard to studymore traditional, mainstreamworks. Interestingly, we willquickly find the universality of our local literature; we willexplore the same themes and issues which which Shakespearehimself so insightfully played.

Spanish Classes:Students in Spanish classes can work on their Spanish languageskills by translating transcripts of oral interviews done withSpanish-speaking interviewees. Spanish classes can also take aliterature approach by writing biographies, stories, poetry, etc.,which the Rural Challenge project can then publish. We canbegin to create our own Spanish language literature.

Reading Locally and Universally:There is great inherent value in telling, writing, and readingour own stories. But there may be evengreater value in comparing our stories tothose of people from different places. Isour La Llorona similar to the GreekMedea, for example. Is El Cucúi like theAmerican mainstream culture�s BoogieMan? Do Asians or Africans, or otherAmericans have something similar to ourcorridos? When our students begin to re-search these questions, they may find that the specificity of theirhistorical and cultural experience is really universal.

Language ArtsLanguage ArtsLanguage ArtsLanguage ArtsLanguage Arts:

Elementary Grades:Gloria Anzaldúa, a native

of Hargill, has published severalbooks including her most recentchildren�s book Friends from theOther Side, which deals with Mexi-can American children who dis-criminate against a �mojadito�from Mexico; it is good elementaryliterature. Juan Sauvageau-Pro�sStories that must not Die has be-come a classic of sorts (Pan Ameri-can Publishing, Co., L.A., 1989).Linda Jacobs Altman�s Amelia�sRoad, a good read with beautifulillustrations, is about a seasonalfieldworking family (Lee & LowBooks, Inc., 1993). OmarCastañeda�s Abuela�s Weave fo-cuses on the knitting and weavingexperiences of women of the South-west (also Lee & Low Books,Inc., 1993). Maria García�s TheAdventures of Connie and Diegodeals with origins, food, and cul-ture of Mexican people and has col-orful illustrations by MalaquíasMontoya (Children�s Book Press,1987). Simi-larly, ClaraL o m a sGarza�s Fam-ily Pictures(Ch i ld r en �sBook Press,1990) com-bines beautifulartwork withclear narra-tive.

Norma Cantú, an Englishprofessor at Texas A&M Interna-tional University in Laredo, haspublished the reflections of a Mexi-can American girl living along theborder in Canícula, good for lateelementary but especially juniorhigh reading. Two favorites areTórtillitas Para Mamá, a collectionof nursery rhymes (Henry Holt &Co., 1981) and Gary Soto�s TooMany Tamales (Putnam, 1993).


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Junior High:Two terrific books for junior

high reading are David Rice�s Give thePig a Chance( B i l i n g u a lPress, 1996)and DannyS a n t i a g o �sFamous allover Town( P l u m eBooks, 1983). Pig focuses on growingup in Edcouch�can�t get any more lo-cal that. Students have responded ex-citedly to this critically-acclaimed book.Despite some provocative language, itis a book every teacher should have.Santiago�s story is about kids growingup in East Los Angeles. Though it isthe urban experience, it is neverthelessabout Mexican American kids who dealwith issues common to our students�.

Norma Cantú�s aforemen-tioned Canícula is good for this agelevel, especially because MexicanAmerican female have much more of apresence in the stories. For more

women�s literatureclose to the SouthTexas experience,Arte Público Pressin Houston shouldbe consulted. ArtePúblico publishesthe works of nu-merous Latinawriters includingSandra Cisneros,Ana Castillo, andMaría Helena

Viramontes just to name a few outstand-ing writers. Teachers can select appro-priate selections from the literature. Butplease, add to this terribly abbreviatedlist by identifying other works and byhaving your students produce their own.

Selected BibliographySelected BibliographySelected BibliographySelected BibliographySelected Bibliography:

High School:Jovita González�s Caballero

(1996) is a fascinating historical novelset in the Mexican American War of1846-1848. It is a terrific read repletewith issues of gender, nationalism, pa-triarchy, class, and race�good for highschool. Rolando Hinojosa�s series onthe Klail City mysteries has been in cir-culation since the 1970s, and he con-tinues to add to it. His numerous nov-els about politics and culture in HidalgoCounty are appropriate for high schoolclasses. Tomás Rivera�s Y no se lo tragóla tierra: And the Earth did not De-vour Him is an award winning bookwhich focuses on the struggles of a mi-grant farmworking youth. Rivera�sbook is published by Arte Público Pressas are numerous other works that dealwith issues relevant to our students� ex-periences.

Corridos also provide a rel-evant literary genre. This folk balladmusical expression is among the old-est mediums by which we communi-cate our experiences. The study of thelyrics and the music of corridos in lit-erature classes can open new ways of�hooking� students into reading, writ-ing, and learning. Have students cre-ate their own corridos: about them-selves, their families, their barrios,their experiences.

Again, please force this list togrow by inspiring your students to pro-duce their own literature.

The Fine ArtsThe Fine ArtsThe Fine ArtsThe Fine ArtsThe Fine Arts

Themes related to the fine arts are everywhere in ourcommunity, ranging from popular culture concepts such ascontemporary music and graffiti, to the more traditional reli-gious icons used in the Catholic church to praise life. Thetraditional art has lost much attention in contemporary Mexi-can American life for a variety of reasons: among them is therelative neglect we give it in the schools. This is unfortunatebecause there is much to learn from the old traditions; thereare rich symbols of life, death, celebration, rites of passage,etc.

Though we may be losing the art, ironically, we�vekept the artists. Numerous youngsters in ourcommunity demonstrate incredible musical,drawing, and painting talents. The fine arts,however, are not highly valued in our com-munity, largely because our people are tooconcerned with issues of economy or in manycases survival. Issues of art, then, are fre-quently suppressed. We are a creative people,but to revive this relatively dormant creativ-ity, we must allow our youth an opportunityfind their art. It promises to be a gradual pro-cess, but one which will bear great creative work.

Fine Arts Classes

Holidays:Students can study the numerous holidays: día de 1os reyesmagos, el día de los muertos, etc. Holidays in Mexico andthe United States Mexican have much in common, yet theyhave much in contrast. Students can compare/contrast theexperiences.


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Local art activities:Students can draw, sculpt, paint, photograph, design,etc. on local themes: e.g., photographing an elderlyman sitting outside H.E.B.; drawing a sketch of a lo-cal woman walking into the local panadería; paintingkids playing en un canal; designing a local building,etc. These ideas can be central to an art class, and theproducts can be submitted for competition in art con-tests.

Works can also be displayed in school hall-ways, in school offices, in libraries, in communitybuildings, in public offices, etc.; create your own mu-seums...

Focus on Latin American art, just as we fo-cus on European and mainstream American art; de-velop your own art shows: campus wide, district wide,or community wide. As many of our art teachers havedone, let�s continue to nurture our own artists throughthe study of local themes.

Students can connect localart to holiday themes; be as create asyou can with ideas. One student sug-gested erecting a type of mural orsculpture in a public place to look simi-lar to the Stations of the Cross at theVirgen de San Juan Shrine. Each sta-tion, he suggested, can be about anevent that has occurred in Edcouch,Elsa, or La Villa history. Each station can include adescription of the impact of the event/history involved.

Vocational Classes:Vocational Classes:Vocational Classes:Vocational Classes:Vocational Classes:

Building trades classes can study the Mexican tradition of building with sandstone, mes-quite, mud, adobe, etc. Students can study how that tradition differs from the Indian style ofbuilding. Which elements did each use to build? How do early local structures differ fromother structures found along the Rio Grande River. Students can study how Camargo, Mier,Guerrero Viejo and other old towns were built by the early Spanish settlers and compare howthose structures differ from the jacal and other early structures of the Delta area. What aboutchimneys? How important are water resources for building? Students can study the role ofmen and women in the construction of homes, etc. Let�s study how regional people haveworked to construct local structures. Similarly, handcraftmanship has a long tradition in South Texas, frombuilding fences and jacales, to working with computersin the contemporary era.

Computer Classes:Students can develop data bases, design newsletters, pre-pare publication materials, etc. Technology classes willbe an important part of our project.

Monument:A student recently suggested erecting ahistorical structure, because we havenothing like the Statue of Liberty. Hissuggestion �to commemorate thestruggle of Mexican Americans througha symbolic structure� can begin throughthis project. It can be a local themepointing to strong local values, but itcan also reflect the universality of ourstruggle--of the struggle of people.There is no limit to what we can do.

Holidays:Music can be part of any holiday. Let�s focus local music tomake holidays richer. Cantando las mañanitas and doing otherkinds of serenatas are beautiful forms of expression that shouldbe kept alive.


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Las Mascaras:Have studentsmake their ownmascaras; studythe meaning be-hind the creationof this macabrework of art; el-ementary studentsespecially lovethis kind of work.

Dress-up Day:How did the Indians, Spanish and Mexican ran-cheros, the Anglo immigrants, the Mexican immi-grants of the Rio Grande delta dress? Teachers andstudents can develop any type of project with thefocus on those questions.

Art Displays:Hallways, libraries, public buildings, and buildingof commerce can all display local artistic themeswhich can be produced by anyone�teachers, stu-dents, and other members of the community.

Music:Students can learn about the origins of theMexican music: Conjunto, Tejano, etc. In-struments such as the bajo sexto, theaccordian, and the guitarrón have an im-portant role in regional and local music.Music contest such as what Mr. Laytonsponsors should continue to be encour-

aged. Let�s focus on local themes through music. Let�s danceto it too, and let�s do it with the entire community. Studentscan have music club through which they can sponsor numer-ous events.

La Fiesta:Students and teachers can show their work in an annual fiestawhere the entire community becomes involved. This can be amultiple day event, similar to the old Spanish/Mexican fies-tas. Art contests, dress-up contests, dance contests, food com-petitions, etc. There is no limit to what we can do with suchas fiesta.

Publications:Students and teachers can publish a monthly magazine with afocus on local art.

A piñata party drawn by Clara Lomas Garza inFamily Pictures.

Science classesScience classesScience classesScience classesScience classes:::::

The role of the sciences in the Rio Grande Valley cannotbe underestimated. From the food we eat to our methods of heal-ing, science in one way or another affects our lives. In our class-rooms the focus should shift to all the important local instancesof science; in effect we can bring science to the students. By do-ing this we promote interest in those subjects that merit impor-tant consideration for future generations. The following are sug-gestions for projects and assignments that can be incorporatedinto science curricula. Please add your own ideas to the list.

Native plants and animals:Students can study the native plants and ani-mals of the Delta area; which are the nativegrasses, trees, etc.; did buffalo roam the RioGrande delta at some point in history? Whichare the native birds, etc.? Are mesquites na-tive?

Medicinal uses:Students can study the differences be-tween the use of folk healing methodsand traditional medicine use in ourcommunity. Study reasons why manylocals buy medicine in Mexico.

Students can study meaning of curar de susto and other localfolk concerns.

Curanderismo:Students can study the role and value of curanderismo in the com-munity. What about the role of parteras (midwives)?


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Illnesses and Diseases:Are there illnesses and diseases common in SouthTexas. What about high rates of diabetes in theMexican American community?

Environmental:Students can study environmental issues such aswaste in the Rio Grande, and the environmental im-pact of maquiladoras along the border.

Land Studies:What type of soil do we have in the Delta area?How fertile is it for agricultural purposes? Is it ad-equate for other types of industries? What is thesalt concentration in the soil?

Students can research the historical and present usesof irrigation in agriculture in theDelta area;

Students can study the levels ofrainfall in South Texas. Givenour water shortages, is this a goodplace for agriculture?

Heat: students can study effects of heat on people,onland, and on plants in South Texas. Also study howSouth Texans deal with heat.

Students can grow botanical gar-dens which include native as well asagricultural vegetation;

A Good Sourcebook:An outstanding book which covers regional history (thoughnot local necessarily), architecture, and some science is AShared Experience: The History, Architecture and HistoricDesignations of the Lower Rio Grande Heritage Corridoredited by Mario Sánchez. Published by the Texas Histori-cal Commission�s Los Caminos del Rio Heritage Project,it is accompanied with a teacher�s guide with the sametitle and subtitled A Teacher�s Companion Activities andResource Book. By September each of our campus librar-ies should have at least a handful of copies for teacher,student, and community use.

EL Llano Grande Journal EL Llano Grande Journal EL Llano Grande Journal EL Llano Grande Journal EL Llano Grande Journal

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MathematicsMathematicsMathematicsMathematicsMathematics:

Mathematics in a historical project is very relevant. From studying the utilizationof mathematics by the indigenous inhabitants of the Rio Grande delta to the use ofmathematics by the modern statisticians, we can investigate the impact math hashad in the Edcouch, Elsa, and La Villa area. Please add to this abbreviated list.

Calendar/astronomy:Students can investigate how the indigenous people utilized celestial bodies to cre-ate a calendar in which they were able to calculate precise agricultural seasons; tryto replicate some of these calendars.

Land Studies:Students can familiarize themselves with common units of measurement such asacres, miles, etc. which are commonly used in the Edcouch, Elsa, and La Villa;students can find out how large the Delta Area is.

Population Counts:How accurate is the most recent census? Is the Census Bureaucounting every single one of our residents? Let�s research tofind out. We can use the oral history approach to answer thesequestions (see page 14 for explanation of oral history).

Income research:Asking people how much money they make may be a sensitive question, but if youand your students can find a way to do it, you can conduct an important analysis ofincome levels in our communities. From data collected students can then do otherdemographic analyses and add variables to the study: how much money do menmake compared to women? difference in income between ethnic groups? income ofsingle parent homes vs. income of two parent households, etc.

Disease statistics:Students can call local hospitals, clinics or family practitioners toinquire about which diseases most inflict the residents of the Deltaarea; from the data gathered students can then compile demo-graphic information matching the most common diseases with thenumber of people affected by each disease.

Interdisciplinary Studies:Math classes can collaborate with other classes on specific research projects. TheCity Planning entry on page 6, for instance, can be used for research by both ahistory and a math class. Measuring dimensions of the city�s layout can be done bymath students, while history or even geography students can study the extant socialand cultural conditions which would allow for processes such as segregation. Stu-dents can also study the impact of the railroad on the creation of a town. Thepossibilities are endless.

Every class should tailor the questionnaireto meet the needs of the class, but every question-naire should also ask for the same biographical in-formation. An effective format could have two parts:part one asking for standard biographical and parttwo asking for questions specific to the needs ofthe student and class. Part one can follow thismodel:

Interviewer:Date of Interview:Place of Interview (address):Questions on Interviewee:Date of Birth:Place of Birth:Lived in area since:Size of family (number of boys? girls?):People residing in household:Families living in household:Level of education:Income level (optional):Education of children:

Every interview should also include an In-terview Agreement. Please feel free to use the for-mat on the following page; make as many copiesas you need.


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On doing oral historiesOn doing oral historiesOn doing oral historiesOn doing oral historiesOn doing oral histories

To reconstruct the history of our communitywe must hear the stories of the people. Much of thehistory of South Texas is not in the books we study, butthey are instead in the folk oral tradition. To capturethat history, we must conduct oral interviews. Oral in-terviews can be an integral part of any course�s instruc-tional process. Just as a history class can profit greatlyfrom oral interviews, so can a biology class, or an artclass, or any other class. A biology class, for example,can ask people specific questions which relate to plants,animals, and other life forms with which local peopleinteract.

The oral interview process has a structure.First, students and teachers follow the process of iden-tifying interview subjects, after which the student shouldask the subject for permission to be interviewed. Then aquestionnaire instrument relevant to the class and theinterview subject is developed: included here should beobjectives and goals of the interview. After fine-tuningthe questionnaire (see bottom note on questionnaire de-velopment) and securing equipment a tape recorder,cassette, and photo camera if possible, students shouldthen conduct the interview. The final phase, the tran-scription, is perhaps the most arduous. Students shouldtype the interview, edit, and finalize. Revision of theproduct would determine whether a follow up interviewis necessary.

Oral histories provide an effective means of retrieving informationfrom the past. Illustration from A Shared Experience.

Llano Grande Center

for Research & Development

Interview Agreement

The purpose of the Llano Grande Center for Research & Development�s oral interview project is to gatherand preserve family and demographic information. Tape recording and transcripts resulting from such interviewsbecome part of the archives of the Llano Grande Center for Research & Development. This material will be madeavailable for historical and other academic research by researchers and members of the family of the interviewee.

We, the undersigned, have read the above and voluntarily offer the Llano Grande Center for Research & Develop-ment full use of the information contained on recordings and in transcripts of these oral interviews. In view of the scholarlyvalue of this research material, we hereby assign rights, title, and interest pertaining to it to the Llano Grande Center forResearch & Development, Edcouch-Elsa Independent School District and La Villa Independent School District.

Interviewer (signature) Interviewee (signature)

________________________ ______________________

Date:____________________ Date:___________________

Name of Interviewer (print) Name of Interviewee (print)

________________________ _______________________

Documents

El Llano Grande Journal - What Kids Can DoEL Llano Grande Journal Page 3 One immediate concern to confront is the traditional method by which history is taught. Ninety-nine percent