Vision

The focus of this course is to explore the history of the Philippines through our immigration stories and the Seven Waves of Immigration and Eras. We’ll critically analyze Philippine history through an Ethnic Studies framework: students will learn about dominant narratives and engage in resistance through counter-storytelling and the telling of their stories of their lives (talambuhays). As they peer into the past, they’ll be encouraged to connect to the present through art, performance, storytelling, barangay building, and their other creative talents. Through these activities and their final community project, students will imagine future possibilities and pathways for further liberation and community healing. ​

Mission

Pin@y Educational Partnerships (PEP) Longfellow centers the wellness of all students within the space by responding to and advocating for their academic and personal needs. This course will fulfill its vision by encouraging our students to be curious about their oral histories, and by providing a brave space for all participants to share their personal narratives and family stories. Students will critically analyze the struggles of Filipinos/as/xs throughout history, and connect this history with contemporary issues in their own home, school, and communities. Students will engage in projects such as Talambuhays and Cultivating Fil-Am Community Events to imagine pathways towards liberation, explore their personal and ancestral connection to history, and analyze contemporary social issues impacting their communities.
Throughout all PEP sites, the fall semester is primarily history-based while the spring semester is focused on social movements. The grade-specific focuses listed below are examples of what topics are covered during the school year.

Kindergarten & 1st Grade

Focus: Pre-Colonial Philippine History

Course Description:
“Know history, know self. No history, no self.”⎯ Jose Rizal 
Join us in navigating the waters of Longfellow, and beyond! We will embark on our year-long journey on our balangay (boat) and work together as a barangay (community) in order to learn about our stories, histories and communities. Our stories & histories will include that of our own, each other’s, families, our communities and that of pre-colonial Philippines. While on this journey together we will also focus on what healing looks like to us and how we can support each other. We will sail together as a barangay and navigate how all of our stories are interconnected to better understand our past, present and create a better future.
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Fall 2024 Learning Goals:
​At the end of the semester, students will be able to:
  1. Learn to radically root themselves in honor of wellness to themselves, the land, and ancestors.
  2. Analyze the impact of colonization in the Philippines & Filipinos/as/xs in the diaspora to understand its effect on contemporary society.
  3. Develop skills to identify and reflect over historical events & movements with the intention to inspire our students to keep our communities alive through using their voice.
  4. Decolonize the mindset from society's standards by opening spacing for our students to compare, contrast, and connect their stories with different perspectives from their own.
  5. Remember the love & support from their relationships they have built & grown with their teachers in guiding each others' learning as a barangay.

2nd Grade & 3rd Grade

Focus:​ Colonization & Filipina/o/x American History

Course Description:
In this course, students will first be grounded in the meaning and importance of our daily rituals in PEP: Ancestor & Land Acknowledgement, and Ating Barangay. After being rooted in our rituals, students will start to begin to cultivate interpersonal relationships with their classmates through barangay-building activities that will allow them to understand the importance of community, solidarity, and unity. Students will learn the rich history of Pre-colonial Philippines and the long-lasting effects of Spanish colonization through story-telling, multimedia, and various art forms. Throughout the semester, students will learn ways to share their own stories through the history of their ancestors and how to create their own legacy.

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Fall 2024 Learning Goals:
At the end of the semester, students will be able to:
  1. Know and feel what it means to be a part of a barangay.
  2. Compare, contrast, and connect their stories with those that are different from theirs.
  3. See themselves in the curriculum through taking into account their interests and having students share their stories.
  4. Have caring relationships with teachers and each other by being supportive as we grow together throughout the year.
  5. Learn to radically root themselves in honor of personal wellness, the land, and our ancestors.
  6. Analyze the impact of colonization in the Philippines & Filipinos/as/x in the diaspora to understand its effects on contemporary society.

4th Grade & 5th Grade

Focus: Seven Waves of Immigration & Social Movements
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Course Description:
The focus of this course is to explore the history of the Philippines through our immigration stories and the Seven Waves of Immigration and Eras. We’ll critically analyze Philippine history through an Ethnic Studies framework: students will learn about dominant narratives and engage in resistance through counter-storytelling and the telling of their stories of their lives (talambuhays). As they peer into the past, they’ll be encouraged to connect to the present through art, performance, storytelling, barangay building, and their other creative talents. Through these activities and their final community project, students will imagine future possibilities and pathways for further liberation and community healing. 
​
Fall 2024 Learning Goals:
In this class students will be able to:
  1. Know about the Seven Waves and Eras of Immigration from the Philippines, Counter-Storytelling, Dominant Narratives, Talambuhays,  Kapwa, Barangays, and Ethnic Studies. 
  2. Critically reflect on and challenge dominant narratives through artivism. 
  3. See themselves in the curriculum through the telling of their stories (talambuhays) and through the connection between their ancestral stories, contemporary social issues/happenings, and what they imagine for the future.
  4. Have nurturing relationships with teachers and each other because games and activities will allow students to develop care for and kapwa with one another.

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