Unit 11: Unit 11: Where are we now?
Duration of Days: 13
• Analyze reasons that individuals from Puerto Rico and other Latin Americans migrated to Connecticut.
• Explore the accomplishments and contributions of these individuals and their descendants to Connecticut history and culture.
• Understand and examine the misconceptions and negative beliefs that have been normalized and excluded the contributions of Latinos and Puerto Ricans.
Compelling question: What impact have Puerto Ricans and Latinos had on Connecticut, and what impact might they (and you) have on the future?
Pre-Assessment: Students re-engage with the charts created in Semester Two, Lesson 1.0 and add to the charts using Gallery Walk protocol.
L5.1: Introduction to Unit 5 and Puerto Rican Migration to Connecticut and the United States
Lesson 5.2: Migration From Other Latin American Countries to Connecticut and the U.S.
Lesson 5.3: Accomplishments and Contributions of Puerto Ricans and Latinos/Latinas in the Military
Lesson 5.4: Accomplishments and Contributions of Latino/Latina Inventors, Musicians, and Athletes/Sports
Lesson 5.5: Accomplishments and Contributions of Latino/Latina Community Organizers, Politicians, Justices, etc.
Lesson 5.6: Latino/Latina Challenges in the U.S.: Immigration Stories from the Border
Lesson 5.7: Latino/Latina Challenges in the U.S.: Labor and Health
Lesson 5.8: Latino/Latina Challenges in the U.S.: Education and Incarceration
Lesson 5.9: The Beauty of Being Latino and the Future
Connecticut Elementary and Secondary Social Studies Standards
Dimension 2 Applying disciplinary concepts and tools
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.d. Present arguments and explanations that feature evocative ideas and multiple perspectives about United States History topics to reach a range of audiences and venues outside the classroom using print, oral, and digital technologies.
US.Inq.4.e. Analyze the characteristics and causation of national problems issues, both past and present, using a multidisciplinary lens.
US.Inq.4.f. Evaluate and implement strategies for individual and collective action to address national problems in classrooms, schools, and out-of-school civic contexts.
Related Supporting Standards
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”
Action
17. Students will recognize their own responsibility to stand up to exclusion, prejudice and injustice.