Precious Knowledge

In 1997, the Tucson Unified School District's board votes to create a Hispanic Studies Department across all district schools. The move is framed as a way to lower Latino dropout rates and raise student achievement. This decision lays the groundwork for the MAS program that unfolds in the documentary.

By 2002, the department is renamed Mexican American/Raza studies. The film notes measurable outcomes, including gains on standardized tests and a graduation rate around 93% for participating students. The change signals institutional acknowledgement of cultural curriculum.

The two MAS teachers, Curtis Acosta and Jose Gonzalez, guide students through the history of their culture. They encourage students to connect personal experiences with historical and political contexts, turning lessons into lived inquiry. The approach emphasizes immersion, reflection, and responsibility to community.

Acosta articulates the program's deeper purpose beyond textbooks, arguing that MAS helps students discover their heritage and pursue meaningful futures. He frames education as empowerment and a path to justice that extends beyond the classroom. The film presents his vision as a central motivational force behind the MAS approach.

The political landscape shifts as Superintendent Tom Horne emerges as a central antagonist. He announces legislative pushes to ban ethnic studies, arguing they promote division and conflict with national ideals. The film introduces SB1108 and SB1069 as early targets in this clash.

New bills SB1070 and HB 2281 enter the scene as the debate tightens around ethnic studies. The film traces how lawmakers, educators, and students weigh the curriculum's benefits against political backlash. The momentum of the bills signals an escalating policy confrontation.

Former state superintendent Huppenthal visits Acosta’s class to gauge MAS firsthand. He engages students and faculty in frank discussions about the program's merits and concerns, and he raises provocative questions about historical representation, such as why Benjamin Franklin might not be displayed in classrooms. The sequence is presented as a turning point in the policy discussion.

The Senate Education Committee holds hearings and votes on the MAS-related bills. The debate moves HB 2281 forward toward the governor’s desk, illustrating how classroom experiences feed into legislative decisions. The film captures the procedural drama that underlines the policy battle.

A rally brings together students and teachers, with visible support from the Tucson Brown Berets. The event channels student voices into a broader push for ethnic studies and civic engagement. It signals the movement's momentum within the community.

A sit-in at the state building leads to arrests of several participants. The scene underscores the high stakes of the battle over MAS and highlights the willingness of students and allies to face consequences for their beliefs.

The governor signs HB 2281 into law, marking a formal narrowing of MAS programming. The action signals a turning point for how ethnic studies is treated in the district and state.

Following the legislation, Tucson Unified School District cancels the MAS program. The decision sparks mixed reactions in the community, reflecting pride in heritage alongside controversy over policy.

As the school year closes, Acosta’s and Gonzalez’s classrooms carry a sense of reflection on what was learned and what was lost. Students confront the policy’s consequences for their education and future opportunities. The film ends by weighing pride in cultural heritage against ongoing political pressures.