Approximately five million immigrants came to the United States between 1990 and 1994. More than half of them were Latinos, people whose native language is Spanish. Latinos come from Mexico, the nations of Central and South America, Puerto Rico, and many other Caribbean Islands. These immigrants have many reasons for coming to the United States as did earlier Latino immigrants from the same lands. Some came for economic opportunities. Others came to escape war, poverty, and persecution.
The United States has always been made up of people with different ethnic and religious backgrounds. With the continued number of immigrants entering into the United States, the country’s population is becoming more diverse. According to the 1990 census, “minority” groups made up 25 percent of the population. Non-Latino whites made up the rest. African Americans made up 12 percent. Latinos made up 9 percent. Asians and Pacific Islanders made up 3 percent. Native Americans made up 1 percent. The proportion of Latinos is expected to become larger than African Americans by the twenty-first century.
The population in Connecticut, especially New Haven is changing rapidly into a high percentage of Latinos with connections to Puerto Rico. Therefore, this background information will be centered around Puerto Rican Americans. Just as Native Americans are often referred to as Indians and Africans Americans are often referred to as Blacks, Puerto Rican Americans are referred to as Latinos or Hispanics. It depends on the cultural preference of the group. Henceforth, Latinos will be synonymous with Puerto Rican Americans.
Puerto Rico is an island in the Caribbean Sea about 1,000 miles southeast of Florida. The island is about the same size as Connecticut with a population of about 3.6 million people who use Spanish as their first language. Most live in a much lower standard of living than people in the United States.
The United States gained control of Puerto Rico as a result of a treaty signed with Spain in 1898. The war of 1898 was a turning point for Puerto Rico. Puerto Rico was now free of Spanish rule. The Puerto Ricans welcomed the United States. At the time when the United States took control, Puerto Rico was a rural country of small farms that produced a variety of crops. Even though the island had its own parliament, upon the arrival of the U.S. military, it was disbanded. Most Puerto Ricans believed their lives would improve with aid from the United States and eventually full independence would belong to their island-nation. General Nelson A. Miles, commander of the U.S. troops who invaded Puerto Rico on July 25, 1898 promised in his first public speech:
We have not come to make war upon the people of a country that for centuries has been oppressed but on the contrary to bring you protection. . . to promote prosperity and to bestow upon [give] you the . . . blessing of the liberal institutions of government.
The United States believed that Puerto Rico had no self-rule experience and that the location of Puerto Rico was key to the defense of United States’ interest in the Caribbean region. Therefore, independence of Puerto Rico would not ensure the interests of the American government. However, improvements were made on the island. Schools, hospital, roads, and bridges were constructed. The U.S. government pushed Puerto Rico into a “one-crop economy,” sugar. The sugar produced was sold mainly to the United States.
Puerto Rico was first placed under military rule. In 1900, Congress allowed the island to have a civil government by passing the Foraker Act. Under this act, the United States government would still control politics in Puerto Rico. The governor and the upper body of the bicameral legislature would be appointed by the U.S. President. The lower house would be elected by the Puerto Ricans. All legislation was to be approved by Congress. Puerto Rico was allowed a representative in the U.S. House of Representatives. The representative could not vote.
Self-government was not given. Puerto Ricans began to demand more in governing their island. In 1917, Congress passed the Jones Act. This law granted citizenship to all Puerto Ricans who wanted it and allowed election of the upper house. Puerto Rico became a commonwealth of the United States. Most accepted citizenship, some who wanted total independence from the United States did not.
The act was passed just before the United States entered WWII. Even though some were not pleased with the Jones Act, the majority of Puerto Ricans supported the United States in the war. Money was raised in war bonds and nearly 20,000 Puerto Ricans joined the U.S. armed services.
Many people, even before citizenship was granted, moved to mainland United States because of poverty and lack of jobs. Since Spanish is the first language of immigrants from Puerto Rico, they suffered and still suffer from a language barrier. This hindered the search for jobs and adequate housing. Spanish-speaking school children have a difficult time adjusting to American culture.
It was not until the 1970’s that some educators began pushing a reform for bilingual bicultural educational programs. By instructing the Spanish-speaking student in Spanish, the students are able to grasp the subject being taught. Not all educators agreed.
Bilingual-bicultural education has become a political and economic issue. Local school boards have the authority to decide how to best educate non-English speaking children, since 1981, Congress has rejected many bilingual programs and cut federal monies to state and local systems. The federal government justifies this by the fact that the United States is an English-speaking nation. Only by promoting English as its of ficial language can non-English speaking children learn to literate enough to be successful in modern-day America according to some lawmakers.
During the 1950’s and 1960’s, many Puerto Rican Americans lived in an area of New York City called Spanish Harlem or the “barrio”. This was an economically depressed community that was segregated from mainstream America. Even though many moved out in the 1970’s seeking the American dream (better housing, better schools, and better jobs), they could not escape racial prejudice. Writer Piri Thomas said. . .
People living in ghettos all over this country of ours cannot be expected to react as first-class citizens when we are treated not only as if we aren’t a part of America, but as if we aren’t human being. (Schaefer, 1990, p.283)
Most Latinos do not vote regularly. Often moving because of jobs, they are unable to register to vote. Even those who are registered to vote are prevented from electing Latino candidates because of voting districts dividing Latino communities.
Things are changing. Today, Latinos are involved in all parts of American society. The Latino culture is influencing many aspects of American society. Latinos are now in Congress. Schools are becoming more inclusive of multicultural materials through all disciplines.
Before beginning any of the sample lessons that follow, a classroom environment of respect for all members of the class should be established. This unit will be more successful if the teacher knows his/ her students. Therefore, the unit should be used after the first marking period. I plan to use it at the beginning of the third marking period which is at the end of January. This will be the opportune time to take advantage of Black History Month.
Throughout the marking periods, before the unit is used, students will be participating in lessons to prepare them. Working collaboratively with the media specialist, students will develop skills that will allow them to utilize internet and cd-roms to research. Students will participate in various activities such as Lesson Three to foster respect and appreciation of the differences within cultures. Students will be constantly given opportunities to discuss, write, and create using various mediums.