Unit 8: Unit 8: Blood and Beauty
Duration of Days: 14
For this Unit of Study, students will know and be able to…
Knowledge:
? Examine the achievements and contributions of the Tainos, Aztecs, Incas, and Mayans to the evolution of Latino identity.
? Evaluate the impact of Columbus and the Spanish on the Indigenous populations in the Americas.
? Analyze the types of language suppression and scientific experimentation used by the American government against Puerto Ricans and why these approaches were used.
Skills
? Locate the Tainos, Aztec, and Incan empires in a map.
? Carefully analyze primary sources to deepen understanding of growth of Indigenous societies and impact of European exploration.
For this Unit of Study, to support self-discovery, identity development, and civic preparedness/actions, students will explore…
? How do we know what we know about the Indigenous populations? Are there any limitations to what we know? Why do these limitations exist?
? What were the major accomplishments of the Taino, Aztec, Inca and Mayan civilizations? Why would Columbus and other Europeans think that members of these societies needed to be “civilized”?
? How has the American government treated Latinos throughout its history? What are the major reasons for this treatment?
Lesson 2.1: The Tainos, Aztecs, Incas, and the Mayans: The critical hidden figures in Puerto Rican and Latino history
Lesson 2.2: Columbus and His Actions in the Caribbean
Lesson 2.3: Bartolomé de Las Casas
Lesson 2.4: Treatment of Indigenous by the Spaniards
Lesson 2.5: Anti-Latino Massacre Timeline
Lesson 2.6: Scientific Experiments: Puerto Rico and Guatemala
Lesson 2.7: Language Suppression in Puerto Rico, Latin America, and the U.S.
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.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.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
Related Supporting Standards
From CT Core Standards for English Language Arts (i.e., Reading, Writing, Listening, Speaking)
CCSS.ELA-LITERACY.WHST.11-12.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
From CT English Language Proficiency (CELP) Standards (i.e., Reading, Writing, Listening, Speaking and Language)
CELP.9–12.2. An EL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
From Social Justice Standards from “Learning For Justice”
Identity
2. Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups.
From Teaching Hard History A 6–12 FRAMEWORK FOR TEACHING AMERICAN SLAVERY
Key Concept 2: Slavery and the slave trade were central to the development and growth of the colonial economies and what is now the United States.
SUMMATIVE OBJECTIVE 2: Students will describe the nature and extent of colonial enslavement of Indigenous people.
2.C European pursuit of enslaved Indigenous labor caused widespread warfare. Often, colonists financed or otherwise coerced their Indigenous allies to engage in wars with other Indigenous peoples for the purpose of acquiring people to enslave. Some Native nations initiated conflicts and captured profit from selling captives to Europeans.
SUMMATIVE OBJECTIVE 3: Students will describe the slave trade from Africa to the Americas.
3.A. Western Hemispheric destinations of captive Africans included South America, the Caribbean and North America
3.C Europeans argued that dark skin color (which they hyperbolically described as “Black”), lack of Christianity and different styles of dress were evidence that Africans were less civilized. These were rationales for enslavement. Many believed that it was generally acceptable to enslave non-Christians.