- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course will provide an historical overview of the Mexican Era 1821 and United States era 1847 to the current Hispanic issues in 2015. The Origins of Mexican stereotypes and the diversity of Central and South American countries are examined regarding national origins. Current social and political issues, immigration policy, discrimination and Hispanic demographic populations are examined. Educational obstacles related to the achievement gap, and instructional methodologies are presented along with social problems,
- 3 Credits -
3 Semester Credits
(post-baccalaureate
PD credits for re-certification and
pay-lane increases)
- accredited nationwide
- start any time
- up to 5 months to complete
- independent study
- all course materials included with course tuition
- view FAQ
Course Description
This course will provide an historical overview of the Mexican Era 1821 and United States era 1847 to the current Hispanic issues in 2015. The Origins of Mexican stereotypes and the diversity of Central and South American countries are examined regarding national origins. Current social and political issues, immigration policy, discrimination and Hispanic demographic populations are examined. Educational obstacles related to the achievement gap, and instructional methodologies are presented along with social problems, Latino gangs, Chicano ideological influences, and current Hispanic political dynamics are also analyzed in module B. Academic achievement issues and educational settings are addressed throughout the course. The Hispanic Students and Issues courses are designed in two modules for three credits per each module.
Prerequisite: Module A required (3 credits)
-- then take Module B (3 Credits.)
$425
3 Semester Graduate Credits
Module B: Understanding Hispanic Students and Issues
- 3 Graduate Credits -
Course Objectives
- Analyze statistical, educational, and social demographics of Hispanic students.
- Review the Mexican era 1821, United States era 1847 and 1900's to 2015.
- Review contributions of farm labor, industrial manufacturing & service industries.
- Examine the origins of Mexican stereotypes and myths regarding immigration.
- Learn about and contrast various Hispanic cultural views, behaviors, and traits.
- Understand Hispanic religious beliefs and the immigrant assimilation process.
- Discern between traditional cultural behaviors and U.S. media social forces.
- Learn about and discuss the current social- political issues affecting Hispanos.
- Learn diagnostic skills- strategies to improve student academic achievement.
- Examine the social backgrounds of Hispanic families and inter-ethnic diversity.
- Learn about the various Hispanic educational obstacles and school dropout issues.
- Review learning theory-methodology for improving instructional effectiveness.
- Learn about current Latino/Chicano social subcultures and political ideologies.
- Research, design and apply instructional units/lessons for classroom use.
Credit Hours
3 Semester Credits (post-baccalaureate professional development credit)
Course Instructor
Joseph C’de Baca MaEd.
Grade Type
University Transcript: Click Here For Details
Module B: Understanding Hispanic Students and Issues
TLC Testimonials
I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
– Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues
