Unit 1

NOTE: At the beginning of Semester 2, there should be a general review of the major themes of Semester 1. Students should also be informed that during Semester 1 their instructor took a largely chronological approach to the subject matter, while Semester 2 will be more thematic and will spiral back to prior learning. Review of expectations for dialogue, safe spaces, and community of learners should occur. Students should be reminded that there will be many “difficult discussions” throughout the semester, and that it is important that all student voices be heard. 

Even before the United States became a republic, Latinos have contributed to the culture and history and life of the U.S. Yet, Latinos have been perceived as the “other.” Despite histories of migration, labor recruitment, wars, invasion, and occupations, millions of Latinos have persevered and demonstrated the beauty of their contributions. This unit will examine the early beginning and origins of what we know as Latin America. 

5 Days

Standards Coding Key: 

Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry

Content Standards

HIST 9-12.3 Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical account.

HIST 9-12.4 Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

HIST 9-12.10 Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.

GEO 9–12.5 Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.

From CT Core Standards for English Language Arts (i.e., Reading, Writing, Listening, Speaking)

CCSS.ELA-LITERACY RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature

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

HIST 9-12.3
Purpose: Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by historical accounts.
Real-World Application: Understanding how the significance of historical figures and events evolves helps students critically analyze current historical interpretations and appreciate how historical narratives are influenced by contemporary perspectives.

HIST 9-12.4
Purpose: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
Real-World Application: By examining how social, political, and economic factors shape perspectives, students gain insights into the multifaceted nature of historical events and develop a deeper understanding of how various influences impact historical viewpoints.

HIST 9-12.10
Purpose: Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.
Real-World Application: Learning to identify biases and limitations in historical sources equips students with critical thinking skills necessary for evaluating the reliability of information and forming well-rounded historical analyses.

GEO 9-12.5
Purpose: Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human populations.
Real-World Application: Understanding how migration and cultural diffusion influence population distribution helps students grasp the interconnectedness of historical events and geographic changes, enriching their comprehension of global and local history.

CCSS.ELA-LITERACY RL.9-10.6
Purpose: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Real-World Application: Exploring diverse cultural experiences through literature enhances students’ ability to appreciate different perspectives and fosters a deeper understanding of global cultural narratives.

CELP.9-12.1. RI.7
Purpose: 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.
Real-World Application: Comparing how different media present historical accounts helps students develop media literacy and critical evaluation skills, allowing them to discern how different formats influence the portrayal of historical and cultural narratives.

Aligned to District Vision of a Graduate

A Critical Thinker

• applies unbiased analysis and evaluation

• evaluates sources of information for reliability

• willing to adapt to new information and question things

Respectful

• embraces cultural diversity

A Problem Solver

• collaborative

• can persevere and adapt

An Effective Communicator

• able to use multiple modes of communication

• comand of the language; written and verbal  

Coherence:

How does this unit build on and connect to prior knowledge and learning?

1. Historical Context: This unit builds on previous studies of world history and colonization, expanding students' understanding of how early historical events and interactions influenced the development of Latino identities and cultures.

2. Cultural Foundations: Prior explorations of indigenous civilizations and Spanish colonization provide a foundational understanding of the cultural and historical origins of Latino communities. This unit delves deeper into how these early influences shaped modern Latino identities.

3. Historical Analysis: Previous discussions about analyzing historical evidence and understanding biases help students apply these skills to evaluate accounts of early Latino history. This includes recognizing how different perspectives and sources reflect varying interpretations of Latino experiences.

4. Migration and Cultural Diffusion: Earlier studies on migration patterns and cultural diffusion connect to the examination of how these factors influenced early Latino migrations and cultural exchanges. This unit helps students understand the reciprocal relationship between historical events and geographic changes affecting Latino populations.

By linking new content to these established themes, this unit enhances students' comprehension of Latino history and culture, providing a richer context for understanding the evolution of Latino identities and their impact on contemporary society.

How does this unit prepare students for future learning?

1. Historical Analysis Skills: By examining how early Latino histories and identities are interpreted through various sources and perspectives, students develop critical thinking skills essential for analyzing complex historical and cultural issues in future studies.

2. Cultural Understanding: Studying the foundational aspects of Latino identities and cultural origins equips students with insights into cultural development and interaction, preparing them to engage in or analyze diverse cultural and historical contexts in future coursework.

3. Interdisciplinary Connections: Utilizing historical, cultural, and geographic perspectives to explore early Latino experiences fosters a holistic approach, preparing students for interdisciplinary studies that integrate history, geography, and cultural studies for comprehensive problem-solving and analysis.

4. Global Perspective: Exploring how early Latino migrations and cultural practices relate to broader global trends encourages students to understand their role in a global context, enhancing their ability to engage with global issues and diverse populations effectively.

• How has Latino and Puerto Rican identity evolved over time? 

• Is there a single “Latino identity”? 

• Is there a Latino “race”?

• Explore Latinos’ and Puerto Ricans’ identity;

• Examine the collective and individual identities of Latinos and Puerto Ricans and demonstrate understanding of how this influences the perception and realities of Latino and Puerto Rican;

• Explore Latinos’ understanding of race;

• Understand how Latinos “show up in the color line that created a Black and White binary”;

• Examine Puerto Rican Migration; 

• Learn about the strengths and contributions of the African diaspora in Latin America and in the Caribbean

HIST 9-12.3

• • Understand how the concepts of race, ethnicity, and nationality have evolved over time, particularly in relation to Latino identity.

  • Significance of contributions by Indigenous and African populations to Latino culture has been interpreted and reinterpreted over different historical periods.

  • How the construction of race has impacted Puerto Ricans and Latinos, and how these impacts have been recorded in historical accounts.

  • Recognize the evolving significance of terms like Latino/a, Hispanic, Spanish, and Latinx, and how their usage reflects changing cultural and societal norms.

HIST 9-12.4

• • Explore the complexities of defining “Latino identity” and how it has been influenced by historical factors such as colonization, migration, and cultural blending.

  • The roles of Indigenous and African populations in shaping Latino culture

  • Examine how the concept of race has been constructed over time for Puerto Ricans and Latinos

  • Investigate the factors that have led to the misclassification of Latino/a, Hispanic, and Spanish identities and how these classifications have evolved.

HIST 9-12.10

• • The limitations of historical evidence when studying the contributions of Indigenous and African populations to Latino culture.

  • Different interpretations of Latino identity and recognize the potential biases or limitations in historical accounts and secondary sources.

  • Consider the limitations in the historical documentation of the impact of race construction on Puerto Ricans and Latinos, acknowledging gaps or biases in the historical record.

  • Assess the evidence and arguments for and against the use of the term "Latinx" and its implications for identity and representation.

GEO 9–12.5

• • How Migration patterns have shaped and been shaped by the diffusion of Latino cultural elements

  • Analyze how the movement of Indigenous and African populations contributed to the development of Latino identity and culture

  • Examine the reciprocal influence of historical events, such as colonization and migration, on the distribution and identity of Latino populations.

  • How the construction of race has influenced migration patterns and the distribution of Latino communities

CCSS.ELA-LITERACY RL.9-10.6

• • How Latino identity and cultural experiences are reflected in literature, understanding the unique perspectives of Latino authors.

  • Explore how the complexities of defining “Latino identity” are portrayed in works

  • Evaluate the depiction of race, ethnicity, and nationality in Latino literature, recognizing how these constructs influence the narratives and characters.

  • Understand how Latino authors use literature to address and challenge the construction of race and identity

CELP.9-12.1. RI.7

• • Different representations of Latino identity in various mediums, such as literature, film, and social media.

  • Different mediums emphasize certain aspects of Latino culture and identity

  • The portrayal of race and ethnicity in different accounts of Latino experiences, recognizing the potential biases and limitations of each medium.

  • How the terms Latino/a, Hispanic, Spanish, and Latinx are used and represented across different platforms and the implications of these representations for identity and culture.

HIST 9-12.3

• • Generate and analyze questions to investigate how the significance of contributions by Indigenous and African populations to Latino culture has evolved over time.

  • Assess the impact of historical figures and movements within Latino history, such as the use of terms like Latino/a, Hispanic, and Latinx, and how their significance has changed in different historical contexts.

  • Develop historical questions that explore how the construction of race has impacted Puerto Ricans and Latinos over time, leading to different interpretations and significance in various eras.

HIST 9-12.4

• • Analyze and interpret multiple factors that have influenced the perspectives on Latino identity, including colonization, migration, and cultural interactions.

  • Investigate the historical context behind the evolving definitions of Latino identity and how these have shaped the perspectives of individuals and groups within Latino communities.

  • Examine historical evidence to understand how the contributions of Indigenous and African populations have influenced Latino culture and the complex factors at play in shaping these perspectives.

HIST 9-12.10

• • Critically evaluate primary and secondary sources to identify potential limitations or biases in the historical evidence related to Latino identity and culture.

  • Compare differing interpretations of Latino identity, focusing on the contributions of Indigenous and African populations, and identify where historical accounts may have gaps or conflicting information.

  • Analyze historical documents and accounts related to the construction of race for Puerto Ricans and Latinos, detecting limitations in the evidence presented.

GEO 9–12.5

• • Analyze historical events and how they influenced the migration patterns of Latino populations, particularly the diffusion of cultural elements such as language, traditions, and social practices.

  • Investigate the reciprocal influence of migration and cultural diffusion on the development of Latino identity, examining how Indigenous and African contributions spread and shaped Latino communities.

  • Examine spatial patterns of Latino migration and how these have been influenced by historical events, such as colonization and the construction of race.

CCSS.ELA-LITERACY RL.9-10.6

• • Analyze literary works that reflect Latino identity and cultural experiences, identifying the specific point of view or cultural experiences depicted.

  • Compare and contrast perspectives within Latino literature, focusing on how different authors and works portray the complexities of Latino identity, race, and ethnicity.

  • Interpret the cultural significance of Latino literature, understanding how these works contribute to broader discussions on identity and cultural experience.

CELP.9-12.1. RI.7

• • Analyze and compare different mediums that represent Latino identity, such as literature, film, and social media, and determine which aspects of Latino culture and identity are emphasized in each.

  • Evaluate the portrayal of race, ethnicity, and cultural experiences in various accounts, identifying the differences in emphasis and representation across different platforms.

  • Create and interpret multimedia presentations that explore Latino identity, using various accounts and mediums to understand how these representations shape and reflect Latino culture.

Pre-Assessment/Common Misconceptions

● Race for Latinos is Black/White binary

● Latinos are (NOT) a race

● Racial development - What does society say about Puerto Ricans and Latinos in the past and the United States today?

Formative Assessments/Checks for Understanding

● Quizzes/oral assessments of historical understanding

● Writing/drawing images or a quote

● Culture Card handout

● Discussion/Reflection Post

● Exit slips

Performance Tasks and Criteria/Project?Based Applications (Aligned with Compelling Questions)

I am From Poem creation “I Am From” Activity Guide: Example (Please provide students with examples of other Latino writers)

TikTok about Latino/a Identity

• Race

• Latino

• Hispanic

• Spanish

• LatinX

• Identity

• Diaspora

• Intersectionality

• Immigration

• CTECS  - Sem 2 - Unit 1.1

• CTECS - Sem 2 - Unit 1.2

• Semester 2 - Unit 1 Activities Folder 

• English - read poems by Nicolas Guillen and Luis Pales Matos

• Art - look at different paintings showing African contributions to Puerto Rico and Latin America  

• I am From Poem creation “I Am From” Activity Guide: Example (Please provide students with examples of other Latino writers)

• TikTok about Latino/a Identity

Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.

• Why is it important for me and my students to be critically conscious for diversity and equity?

• How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?

• How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?

• How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?

• What do I know about various aspects of identity? What do I need to learn?

• What do my students know about various aspects of identity? What do they need to learn?

In developing our K-8 social studies model curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities. 

Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world. 

One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey. 

For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards. 

Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.