Unit 2

This unit dives deeply into the ancient civilizations of Latinos, which extend back thousands of years prior to the Columbian exploration. After reviewing the achievements and accomplishments of the Native Americans found in Central America, South America, and the Caribbean in the previous unit, this unit begins with the first European encounter with the Indigenous people and Columbus in 1492. It explores the mistreatment of the Indigenous by Europeans, and then the second part of the unit focuses on the treatment of Latinos throughout American History.

10 Days

Standards Coding Key: 

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

Content Standards

WHIST 9–12.6 Analyze the way in which the perspective of those writing history shaped the history that they produced.

GEO 9–12.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.

USHistory 9–12.12 Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

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.

WHIST 9–12.6

Purpose: Analyze the way in which the perspective of those writing history shaped the history that they produced.
Real-World Application: Understanding how different historical perspectives shape the portrayal of Latino history helps students critically evaluate historical accounts and recognize biases. This skill is crucial for analyzing media and historical narratives in contemporary discussions.

GEO 9–12.2

Purpose: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.
Real-World Application: Analyzing geographic representations helps students understand how physical and spatial factors influence cultural and historical developments. This knowledge is applicable in fields such as urban planning, environmental analysis, and global studies.

USHistory 9–12.12

Purpose: Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
Real-World Application: Integrating diverse historical sources to build well-supported arguments enhances students' research and analytical skills. This approach prepares them for complex problem-solving in academic, policy, and professional contexts.

CCSS.ELA-LITERACY.WHST.11-12.1.A

Purpose: 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.
Real-World Application: Developing clear, well-supported arguments and effectively organizing evidence is essential for academic writing and professional communication. This skill supports students in crafting persuasive essays, research papers, and policy proposals.

CELP.9–12.2

Purpose: 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.
Real-World Application: Engaging in meaningful exchanges and responding to feedback enhances communication skills necessary for collaborative work and academic discussions. This capability is vital for participating effectively in both academic and professional settings.

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

Coherence:

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

1. Chronological Understanding: Previous units may have covered the timeline of European exploration and colonization, including key figures like Columbus. This unit extends the chronological framework by integrating the history of ancient Latino civilizations before European contact, providing a more comprehensive timeline that includes pre-Columbian achievements and the consequences of European encounters.

2. Cultural Impact and Legacy: Students may have learned about the cultural achievements and contributions of ancient civilizations. This unit connects this knowledge by investigating how the European conquest affected the cultural legacy of Latino civilizations. It examines how colonization led to the loss, adaptation, or transformation of Indigenous cultural practices and traditions.

3. Ethical and Human Rights Perspectives: Previous studies might have covered human rights issues and ethical considerations in historical contexts. This unit connects these themes by exploring the ethical dimensions of European mistreatment of Indigenous peoples and the broader implications for human rights. It encourages students to consider historical injustices in light of contemporary ethical standards.

4. Primary and Secondary Sources: Students may have learned how to analyze primary and secondary sources in previous units. This unit reinforces these skills by applying them to sources related to European encounters with Latino civilizations. It emphasizes the importance of critically evaluating various types of historical evidence to understand the complexity of these interactions.

By incorporating these categories, you provide a well-rounded view of how the unit builds on and connects to prior knowledge, ensuring a comprehensive understanding of legacy, human rights, and sources.

How does this unit prepare students for future learning?

1. Critical Thinking and Analysis: By examining how historical narratives are shaped by different perspectives and biases, students develop critical thinking skills that are essential for analyzing complex historical and contemporary issues. This prepares them for advanced studies in history, social sciences, and related fields, where nuanced analysis of diverse perspectives is crucial.

2. Research Skills:This unit emphasizes the use of primary and secondary sources to understand historical events. Students learn to integrate evidence from various sources into reasoned arguments. These research skills are foundational for academic writing and future research projects in higher education and professional fields.

3. Comparative Historical Analysis: By comparing the experiences of ancient Latino civilizations with those of other Indigenous and colonized peoples, students enhance their ability to conduct comparative historical analysis. This skill is valuable for studying global history and understanding the diverse impacts of colonization across different regions.

4. Cultural and Ethical Understanding: The unit’s focus on the mistreatment of Indigenous peoples and its impact on modern Latino societies fosters a deeper understanding of cultural and ethical issues. This prepares students to engage with contemporary discussions on human rights, social justice, and multiculturalism in future academic and professional contexts.

• How has the persisting narrative of the voyages of Columbus held long and short-term consequences for the formation and evolution of the identity of Puerto Ricans and Latinos?

• Explore different perspectives on how the Natives were treated by the Europeans and the voices like Bartolomeo de las Casas, who left a single perspective of this historical encounter behind.

• Explore various forms of anti-Latino treatment such as scientific experiments in Puerto Rico and Guatemala, and language suppression.

• Become more aware of contributions of Latino people to American history in spite of oppression.

WHIST 9–12.6

• • How the perspectives of European colonizers, such as Columbus and Spanish conquistadors, have shaped historical narratives about the Tainos, Aztecs, Incas, and Mayans, often downplaying their achievements and contributions to the evolution of Latino identity.

  • The impact of historical accounts, like A Brief Account of the Destruction of the Indies by Bartolome de las Casas, on shaping perceptions of the atrocities committed against Indigenous populations.

  • The role of historians and writers in shaping narratives about Columbus, the Spanish conquest, and the resulting impact on Indigenous populations, including how these narratives have influenced contemporary views on Columbus Day and related statues.

  • How modern reinterpretations and critiques of historical events (such as those presented in 1491) challenge longstanding myths about Native American civilizations and their achievements.

GEO 9–12.2

• • The geographical spread and influence of Indigenous civilizations such as the Tainos, Aztecs, Incas, and Mayans, and how their locations contributed to their political, cultural, and economic dynamics.

  • How the arrival of Columbus and subsequent Spanish colonization affected the political, cultural, and economic landscapes of the Americas, particularly in the Caribbean and Central and South America.

  • The significance of geographical locations in understanding the historical and contemporary issues facing Latino communities, such as the influence of U.S. policies on Puerto Rico and Guatemala.

  • The role of maps and other geographic tools in tracing the journey of the Tainos in search of a present-day group, understanding the spatial distribution of Latino populations, and the implications of these dynamics on identity and history.

USHistory 9–12.12

• • How to use multiple historical sources, including 1491 and A Brief Account of the Destruction of the Indies, to construct arguments about the impact of European colonization on Indigenous populations in the Americas.

  • The ability to critically evaluate different historical interpretations of events like Columbus's voyages, the Spanish conquest, and their lasting effects on Latino identity.

  • How to argue for or against the celebration of Columbus Day or the presence of Columbus statues, using evidence from various historical sources to support their position.

  • The significance of historical atrocities, such as those committed against Puerto Ricans and Guatemalans by the U.S. government, in shaping modern perceptions of Latino history and identity.

CCSS.ELA-LITERACY.WHST.11-12.1.A

• • How to formulate precise claims about the contributions of the Tainos, Aztecs, Incas, and Mayans to Latino identity, supported by historical evidence and analysis.

  • The significance of various historical perspectives on events like the colonization of the Americas and the suppression of Indigenous languages and cultures.

  • The ability to distinguish their claims regarding Columbus's impact from opposing viewpoints, organizing their arguments logically with supporting evidence from primary and secondary sources.

  • How to construct reasoned arguments about modern issues, such as the recognition of Columbus Day or the remembrance of Latinos lost to police brutality, by drawing on historical and contemporary evidence.

CELP.9–12.2

• • How to engage in discussions and debates about the historical and contemporary significance of Indigenous populations in Latino identity, incorporating feedback and responding to different perspectives.

  • The importance of collaborative analysis in understanding the complexities of Latino history, including the roles of the Tainos, Aztecs, Incas, and Mayans, as well as the impact of European colonization.

  • How to effectively communicate their understanding of sensitive topics, such as the U.S. government's historical atrocities toward Puerto Rico and Guatemala, in both oral and written formats, considering peer and audience perspectives.

  • The skills needed to create and present projects, such as a museum website or news broadcast on Indigenous groups, that reflect a deep understanding of Latino history and culture, while also engaging with and responding to peer input.

WHIST 9–12.6

• • Critically analyze historical texts and sources to understand how the perspectives of the authors influenced the narratives they produced about Indigenous populations, such as the Tainos, Aztecs, Incas, and Mayans.

  • Compare and contrast different historical accounts of events like Columbus’s voyages and the Spanish conquest, identifying how the authors' backgrounds and intentions shaped their interpretations.

  • Evaluate the impact of these historical perspectives on contemporary views, including the celebration of Columbus Day and the debate over statues, through written essays and debates.

  • Conduct research to uncover and present alternative narratives that challenge traditional historical accounts, particularly those that downplay the achievements and contributions of Indigenous civilizations.

GEO 9–12.2

• • Utilize maps, satellite images, and other geographic tools to trace the historical and contemporary locations of Indigenous populations and their influence on Latino identity.

  • Create visual presentations that demonstrate the impact of European colonization on the political, cultural, and economic dynamics of the Americas, using geographic representations to support their analysis.

  • Analyze the spatial distribution of Latino populations and the role of geographic factors in shaping cultural and political identities, using case studies like Puerto Rico and Guatemala.

USHistory 9–12.12

• • Research and synthesize information from a variety of historical sources, including primary documents, historical texts, and modern interpretations, to construct well-reasoned arguments about the past.

  • Write persuasive essays or reports that integrate evidence from sources like 1491 and A Brief Account of the Destruction of the Indies, analyzing the impact of European colonization on Indigenous populations.

  • Engage in debates or discussions where they present and defend their arguments regarding the legacy of Columbus, the Spanish conquest, and their influence on Latino identity, using evidence from multiple sources.

  • Create multimedia presentations or projects, such as a museum website or news broadcast, that effectively communicate their understanding of historical events and their impact on modern Latino identity.

CCSS.ELA-LITERACY.WHST.11-12.1.A

• • Formulate precise and well-supported claims about the contributions of Indigenous civilizations to Latino identity, ensuring their arguments are logically organized with clear evidence and counterclaims.

  • Develop and present arguments that analyze the historical and contemporary significance of events such as Columbus’s voyages, addressing opposing viewpoints and supporting their claims with evidence.

  • Write structured essays or reports that introduce and distinguish their claims about Latino identity, colonial impact, or Indigenous contributions, using a clear sequence of reasons and evidence.

  • Participate in classroom debates or discussions where they effectively argue their position on topics like Columbus Day or the treatment of Indigenous populations, responding to counterclaims with evidence.

CELP.9–12.2

• • Engage in oral presentations or discussions where they share their analyses of Latino history and culture, actively responding to questions and feedback from peers and teachers.

  • Collaborate with classmates on projects that explore the impact of European colonization on Indigenous populations, exchanging ideas and analyses through both oral and written communication.

  • Participate in peer review sessions where they provide and receive constructive feedback on their written work, refining their arguments and presentations based on peer input.

  • Use technology to create and share projects, such as PSA videos or museum websites, that reflect their understanding of Latino history and identity, incorporating audience feedback to enhance their work.

Pre-Assessment/Common Misconceptions

Pre-Assessment: Teachers will facilitate review of prior knowledge using multiple True/False statements via Kahoot or Human Line-Up.

Common Misconceptions:

• Columbus and the Spanish/Portuguese helped Native Americans to become “civilized”

• Columbus is seen as a hero by most Americans

• There are only a few times in American history where Latinos have been mistreated 

• Latinos are treated as equals to Whites

Formative Assessments/Checks for Understanding

• Debate

• Letter to elected official or Op-Ed assignment

• Discussion Questions

• Article Questions

• Primary Source Analytical Graphic Organizer

• Timeline creation

• Reflection written piece

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

Remembrance Posters - Students will use Google Doc, Google Drawing, or hand drawing to create a remembrance poster for a Latino victim of violence. The artifacts are intended to create discourse of impact and to ensure stories regarding the challenges of the current Latino generation in the U.S. are being told in order to interrupt perpetuation of future acts of violence.

Indigineous Museum Creation Project or News Broadcast

• Tainos

• Incas

• Aztecs

• Mayans

• Columbus

• Bartolome De Las Casas

• Assimilation

• Racial Trauma

• Language Suppresion

• Colonialism

• CTECS  - Sem 2 - Unit 2.1

• CTECS - Sem 2 - Unit 2.2

• CTECS - Sem 2 - Unit 2.3

• CTECS - Sem 2 - Unit 2.5

• CTECS - Sem 2 - Unit 2.6

• Semester 2 - Unit 2 Activities Folder 

• English - Students read and write a monologue or a poem about what they think “Four Hundred Years of Solitude” is about (Chapter 2 of the book “War Against ALL Puerto Ricans”)

• Civics - Students can write an op-ed or letter to a U.S. Senator from Connecticut opposing the unknown participation of Latinos and Puerto Rican people in these experiments.

• Students read anthologies from Puerto Rico about Language suppression (e.g., Terrazo by Abelardo Diaz Alfaro available in English and Spanish.)

• Video of one of the stories in Spanish and English subtitles: Peyo Mercé enseña inglés mov or Santa Clo va a la Cuchilla

• "Fifth of May-o" (from the "English Only" collection) Poems  

• Remembrance Posters - Students will use Google Doc, Google Drawing, or hand drawing to create a remembrance poster for a Latino victim of violence. The artifacts are intended to create discourse of impact and to ensure stories regarding the challenges of the current Latino generation in the U.S. are being told in order to interrupt perpetuation of future acts of violence.

• Indigineous Museum Creation Project or News Broadcast

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.