Empowering Global Citizens

Mexico and will defend the economic gains from this investment, and the
other will represent the indigenous groups.

Activity 6.7.5

Comparisons

In this unit, students conduct in—depth background research, using a num—
ber of online resources, the census, and newspaper articles, students com—
pare the status of indigenous people in the United States and Mexico.

— Students should discuss socioeconomic indicators, like access to
health services, jobs, and education and graduation rates. (Students
could compare New York City to Mexico City if data is available for
Mexico City.)

— Students should describe the languages spoken in schools. (In Mexico,
the Law of Linguistic Rights of the Indigenous People recognizes six—
ty—two indigenous languages as “national languages,” which have the
same validity as Spanish in all territories in which they are spoken.
For the United States, study the 1990 Native Americans Language
Act and the story of boarding schools in the United States.)

_ Students should discuss the amount of recognized indigenous tribes
in each of the countries.

— Students should discuss reports of racism in both countries.

Activity 6.7.5

Reporting on the UN Declaration on the Rights of
Indigenous Peoples

In this unit, students are introduced to the basis of the UN Declaration on
the Rights of Indigenous Peoples. In particular, students will examine the
case of the United States and why it signed the declaration only in 2007.
The teacher may also present portions of the UDHR to bring the concept

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