Unit 9: Unit 9: Sweat
Duration of Days: 15
Knowledge:
Examine the scope and legacy of colonization and resistance that has been integral to Puerto Rican and Latino populations.
Evaluate the diverse experiences of the enslaved natives and Africans enslaved in Latin America.
Analyze and describe the history of how U.S. relations and policies impacted both positively and negatively the social and economic development of Puerto Rico and Latin America.
Skills:
Analyze primary sources representative of social, cultural, and political and economics of Latinos and Puerto Ricans during a specific time period
Communicate more effectively in oral, written and artistic form.
Identify and contextualize historical sources written from the perspective of “missing voice.”
For this Unit of Study, to support self-discovery, identity development, and civic preparedness/actions, students will explore…
What were the effects of the arrivals of “Conquistadores” on the Indigenous populations in Latin America and in Puerto Rico? What were the motivating factors for colonization?
How did the slave trade affect Latin America?
What were the implications of the integration of both the Indigenous peoples and Africans into colonial society?
All nations have different identities and the U.S. was formed with and by people of different origins and beliefs. Do those differences make the U.S. stronger?
What aspects of African and Indigenous cultures remain today in Latin America?
Was United States citizenship earned or given to Puerto Ricans?
Lesson 3.1-1: The arrival of the “Conquistadores” (transition to identity) and the Legacy of Colonialism (1400s)
Lesson 3.1-2: Bringing the New Labor Force
Lesson 3.1-4: Evolution of Identities: Indigenous, Africans and the rest of the people who wanted to be part of this evolution
Lesson 3.1-3: Race in Latin America: Caste or Social Hierarchy?
Lesson 3.2-1: The Uneasy Neighbors: U.S. and Latin America relations
Lesson 3.3-1: Royal Decree of Graces of 1815 (Real Cedula de Gracia): Why is this important?
Lesson 3.3-2: U.S. Occupation of the Island
Lesson 3.3-3: All of these Acts: Jones Act, the Foraker Act: Who benefits?
Lesson 3.3-4: The Paradox of Puerto Rico: Nation? Estado Libre Asociado (Associated Free State)? Colony? And Its Relationship to the Island’s Social and Economic Policies
Lesson 3.3-5: The Role of the U.S. as a Neighbor/Colonizer: The Economic Impact of Operation Bootstrap, PROMESA, Hurricane Maria, and the Earthquake
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.3.b. Organize and prioritize evidence directly and substantively from multiple sources in order to develop or strengthen claims (e.g., detect inconsistencies).
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.
From CT Core Standards for English Language Arts (i.e., Reading, Writing, Listening, Speaking)
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
From CT English Language Proficiency (CELP) Standards (i.e., Reading, Writing, Listening, Speaking and Language)
CELP.9-12.4.L.6 Acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
From Social Justice Standards from “Learning for Justice”
Identity
4. Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people