On October 6, 2025, participants heard from educators who taught Central American Studies focused units for both upper and lower elementary. They presented these lessons: “Cultural Identity Preservation Through Storytelling” and “Resistance and Advocacy of Marginalized Communities.” Hosted by the UCI History Project and the Central American Studies in K-12 Curriculum Project in collaboration with Teaching for Change.
First Grade
Unit Themes: Oral Storytelling, Cultural/ Identity Preservation, Spanish Bilingual Classrooms
In this mini-unit, Cultural Identity Preservation Through Storytelling (Bilingual), Charlene Mendoza shared how students can learn about the migrant stories of their families, their school community, and their local area through the cultural practice of storytelling through oral tradition and artwork. In the lesson, students create or retell a migrant story through a written narrative, accompanying art piece and oral presentation.
Charlene Mendoza (She/Her) I am a first-generation Mexican American. I grew up in the San Fernando Valley in California. I never saw myself represented in the curriculum or materials. When I attended college and began my credentialing courses, the “diverse” resources or stories were often centered around the Mexican or monolithic “latino” experience. Now, working in the Pico Union community of Los Angeles, I see the urgent need to increase and improve the resources available to lower elementary teachers that focus on Central American Cultures.
Fourth Grade
Unit Themes: Afro-indigeneity, Resistance, Forced Migration, Erasure
Educator Nadia Gomez Orozco presented their lesson Resistance and Advocacy of Marginalized Communities (Dual Immersion Spanish) exploring the Garifuna and their history of forced migration and displacement. The lesson encourages students to study who benefits from erasure, as well as the resistance and advocacy of minoritized groups in the United States. Students listen, watch, and read multiple sources. Then students create a multi-media Zine representing a minoritized group and their connection to resisting erasure.
Nadia Gomez Orozco (They/ Elle) My teaching philosophy connects deeply to my Queer, Indigenous, Mexican, Peruvian identity. As a child I struggled to feel seen, safe, and represented. Oftentimes feeling a strong sense of otherness. My students, however, deserve to be celebrated, validated, and encouraged to learn about themselves and how deeply connected we are to one another’s origin stories. Thus, working on this Central American Studies Curriculum Project has been an incredibly fulfilling experience for someone who is attempting to build puentes and plant semillas of community and connection.
Teach Central America Workshop
On October 6, 2025, participants heard from educators who taught Central American Studies focused units for both upper and lower elementary. They presented these lessons: “Cultural Identity Preservation Through Storytelling” and “Resistance and Advocacy of Marginalized Communities.” Hosted by the UCI History Project and the Central American Studies in K-12 Curriculum Project in collaboration with Teaching for Change.
First Grade
Unit Themes: Oral Storytelling, Cultural/ Identity Preservation, Spanish Bilingual Classrooms
In this mini-unit, Cultural Identity Preservation Through Storytelling (Bilingual), Charlene Mendoza shared how students can learn about the migrant stories of their families, their school community, and their local area through the cultural practice of storytelling through oral tradition and artwork. In the lesson, students create or retell a migrant story through a written narrative, accompanying art piece and oral presentation.
Charlene Mendoza (She/Her) I am a first-generation Mexican American. I grew up in the San Fernando Valley in California. I never saw myself represented in the curriculum or materials. When I attended college and began my credentialing courses, the “diverse” resources or stories were often centered around the Mexican or monolithic “latino” experience. Now, working in the Pico Union community of Los Angeles, I see the urgent need to increase and improve the resources available to lower elementary teachers that focus on Central American Cultures.
Fourth Grade
Unit Themes: Afro-indigeneity, Resistance, Forced Migration, Erasure
Educator Nadia Gomez Orozco presented their lesson Resistance and Advocacy of Marginalized Communities (Dual Immersion Spanish) exploring the Garifuna and their history of forced migration and displacement. The lesson encourages students to study who benefits from erasure, as well as the resistance and advocacy of minoritized groups in the United States. Students listen, watch, and read multiple sources. Then students create a multi-media Zine representing a minoritized group and their connection to resisting erasure.
Nadia Gomez Orozco (They/ Elle) My teaching philosophy connects deeply to my Queer, Indigenous, Mexican, Peruvian identity. As a child I struggled to feel seen, safe, and represented. Oftentimes feeling a strong sense of otherness. My students, however, deserve to be celebrated, validated, and encouraged to learn about themselves and how deeply connected we are to one another’s origin stories. Thus, working on this Central American Studies Curriculum Project has been an incredibly fulfilling experience for someone who is attempting to build puentes and plant semillas of community and connection.
Posted: July 20, 2025