Precious Knowledge 2012

The documentary offers a thoughtful look at the debate surrounding the Mexican-American Studies (MAS), also known as Raza studies, program in Tucson, Arizona, and what it meant for students, teachers, and the wider community. It traces the arc from a 1997 decision by the Tucson Unified School District’s governing board to create a Hispanic Studies Department across all district schools, a move aimed at lowering the Latino dropout rate and elevating student achievement. By 2002, the department was renamed the Mexican American/ Raza studies program, and its impact appeared measurable: the district reported notable gains on standardized tests and a graduation rate among participating students that averaged around 93 percent. The film frames these outcomes within a broader educational philosophy rooted in social justice pedagogy, one that prioritizes searching for truth and embracing love as a guiding principle.

In the heart of the documentary, the classroom dynamics are centered around two MAS program teachers: Curtis Acosta, who leads literature, and Jose Gonzalez, who teaches American Government. The narrative follows how they guide students to learn about the history of their own culture while inviting them to reflect, realize, and reconcile with a past that is often overlooked or misrepresented. The approach is immersive: students are encouraged to connect lived experiences with historical and political contexts, fostering critical reflection about identity, community, and responsibility. Through the eyes of these teachers, the film demonstrates how curriculum can push students to engage with difficult questions, articulate their purposes, and consider how their heritage shapes their present and future.

A key voice in the film is Acosta, who is shown arguing that programs like MAS are essential for helping students discover their own purpose and heritage, and for persuading other educational institutions to adopt similar approaches. His perspective anchors the idea that education should empower students to become informed agents who can advocate for justice within their communities. The program’s ethos invites students to become “warriors for their gente,” translating classroom learning into action on issues they study and care about, and it presents this transformation as both empowering and challenging.

The documentary then introduces the political battle that engulfed ethnic studies in Arizona. Superintendent of Public Instruction Tom Horne emerges as a central antagonist in the narrative arc, announcing legislative efforts to ban ethnic studies programs. Opponents argue that such programs foster racial division and conflict with the values of American citizenship, framing the debate as a confrontation between inclusive education and political backlash. The evolving legislative saga includes SB1108 and SB1069, with later proposals SB1070 and HB 2281 intensifying the scrutiny of MAS programs. The film captures the tension of these moments, showing how policymakers, educators, and students weigh legal challenges against the perceived benefits of ethnic studies.

A pivotal moment unfolds when Huppenthal accepts an invitation to Acosta’s class to gauge MAS programs firsthand. He engages students and faculty in frank discussions about the program’s merits and concerns, even raising a provocative question about historical representation, such as why Benjamin Franklin might not be displayed in classroom settings. This personal classroom exposure becomes a touchstone for the legislative process, influencing later votes in the Senate Education Committee and contributing to HB 2281’s passage toward the governor’s desk. The ripple effect of these debates culminates in a powerful rally led by students and teachers, with the Tucson Brown Berets lending visible support to the MAS program. A subsequent sit-in at the state building, where several students and adults are arrested, underscored the high stakes and passionate commitments on display.

Ultimately, the film records the governor’s decision to sign HB 2281 into law, signaling a formal narrowing of the MAS program’s future in the district. As the school year closes, the emotional atmosphere in Acosta’s and Gonzalez’s classrooms becomes palpable—the end of the year is not just about grades, but about shared memories, growth, and the realization that the policy battles have real consequences for students’ education. The closing moments reveal that, following these legal and political developments, the Tucson Unified School District canceled the MAS program, marking a controversial turning point in the community’s approach to ethnic studies.

Throughout, the documentary balances its portrayal of measurable outcomes with intimate classroom scenes, highlighting how curriculum, pedagogy, and civic engagement intersect in a long-running debate over identity, inclusion, and educational purpose. It leaves viewers with a nuanced portrait of a program that sparked pride and controversy in equal measure, inviting reflection on how schools can honor cultural heritage while navigating political pressures and evolving definitions of civic responsibility.