Unit 10: Unit 10: Resistance and Defiance
Duration of Days: 21
the Latinos’ fight for independence against Spain
the nationalist movements against dictatorial/non-democratic leaders in the 20th century
the power structures within the United States that influence oppressing the people and voices of the Latino world
the arts as a form of resistance, strength, and community
1-1: Revolution in the Colonies: A Replication of the Liberté, Égalité, Fraternité (Liberty, Equality, Fraternity)
1-2: Revolt, Defiance, and Resistance From Spain
2-1: Revolutions From Latin America
2-2: Puerto Rican Resistance and Defiance Throughout History
2-3: Resistance in Latin American and Puerto Rican History: Timeline of the Movers and the Shakers
3-1: Latino Resistance in the U.S.
4-1: The History of the Latino Civil Rights Movement in the United States
4-2: The Use of Arts for Transforming Societies and Marking the Latino Presence in the U.S.
4-3: Protest and Resistance in Puerto Rican and other Latinos Arts and Music
Connecticut Elementary and Secondary Social Studies Standards
Dimension 2 Applying disciplinary concepts and tools
US.Inq.1.c. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
US.Inq.3.a. Gather relevant information from multiple sources representing a wide range of views and mediums while using the origin, authority, structure, context, and corroborative value to guide the selection of credible sources.
US.Inq.4.b. Construct explanations using sound reasoning, correct sequence, relevant examples, and pertinent details to contextualize evidence and arguments (e.g., chronology, causation, procedure).
US.Inq.4.c. Critique historical arguments and explanations while acknowledging the strengths and weaknesses given the purpose and audience (e.g., credibility, bias, reasoning, sequencing, details)
From CT Core Standards for English Language Arts (i.e., Reading, Writing, Listening, Speaking)
CCSS.ELA-LITERACY.RH.11-12.1 - Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
From CT English Language Proficiency (CELP) Standards (i.e., Reading, Writing, Listening, Speaking and Language)
CELP.9-12.1.RI.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
CELP.9-12.2. W.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
From Social Justice Standards from “Learning For Justice”
Diversity
9. Students will respond to diversity by building empathy, respect, understanding and connection.