Unit 4
Semester 2: Resistance and Defiance
Semester 2: Resistance and Defiance
Unit Overview/Summary:
Coming from a place of frustration, discord, and suppression, Latinos, time and time again, have resisted the power and control of a group of people, governments, or institutions. Their resistance has always been part of their existence; however, this unit will focus on major times of resistance. Finally, we will look at other forms of resistance focusing on the arts and on the development/existence of underground economies within specific Latin American countries.
Unit Duration:
9 Days
Relevant Standards:
Standards Coding Key:
Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry
Content Standards
HIST 9–12.5 Analyze how historical contexts shaped and continue to shape historical contexts.
HIST 9–12.7 Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.
CIV 9–12.1 Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions to address social and political problems.
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.
Examples and Explanations:
Purpose: This standard focuses on understanding how past historical contexts influence current historical interpretations and socio-economic conditions. It examines how historical events, cultural interactions, and socio-political changes shape the ongoing narratives and conditions of communities.
Real-World Application: Understanding how historical contexts shape current conditions helps students critically analyze contemporary issues and historical narratives. This skill is crucial for fields such as history, sociology, and public policy, where evaluating the impact of historical events on present-day issues is essential for informed analysis and decision-making.
Purpose: This standard addresses the limitations in historical interpretations based on the availability and perspectives of historical sources. It involves analyzing how incomplete or biased historical records affect our understanding of past events and the experiences of different groups.
Real-World Application: Evaluating the limitations of historical sources helps students develop a critical perspective on how history is recorded and interpreted. This ability is valuable in academic research, journalism, and historical scholarship, where recognizing and addressing biases and gaps in sources is essential for producing accurate and comprehensive analyses.
Purpose: This standard focuses on understanding the roles and functions of various civic and political institutions in addressing social and political issues. It involves distinguishing how different levels of government and institutions contribute to solving problems and implementing policies.
Real-World Application: Understanding the powers and responsibilities of different institutions prepares students for active civic engagement and informed participation in political processes. This knowledge is crucial for careers in public administration, law, and social advocacy, where navigating and utilizing institutional roles and responsibilities effectively is key to addressing social and political challenges.
Purpose: This standard emphasizes the ability to use specific textual evidence to support analysis and connect details to a broader understanding of primary and secondary sources. It involves critically engaging with texts to develop a comprehensive understanding of historical and cultural content.
Real-World Application: Citing textual evidence and connecting details to broader analyses are essential skills for academic writing and research. This ability is valuable in various fields, including history, literature, and social sciences, where constructing well-supported arguments and understanding complex information is crucial for academic success and professional work.
Purpose: This standard involves analyzing how different mediums present varying details about a subject and how these representations affect understanding. It focuses on comparing and contrasting accounts of historical and cultural events across different formats.
Real-World Application: Analyzing accounts across different mediums prepares students for diverse fields where interpreting information from various sources is crucial. This skill is applicable in media analysis, communications, and digital content creation, where understanding how different formats influence the portrayal of information is essential for effective communication and analysis.
Purpose: This standard focuses on leveraging technology to create and manage written content. It involves using digital tools to produce, publish, and update writing, enhancing the ability to present information dynamically and accessibly.
Real-World Application: Utilizing technology for writing and publishing prepares students for modern academic and professional environments where digital literacy is crucial. This skill supports careers in content creation, digital marketing, and information management, where the effective use of technology to produce and present information is key to success.
Transfer Goal: Aligned to District Vision of a Graduate
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
A Problem Solver
collaborative
able to determine the root cause of issues
An Effective Communicator
Actively listens
Clearly and concisely conveys information for shared understanding
Coherence:
How does this unit build on and connect to prior knowledge and learning?
Historical Context: Previous studies of early Latino civilizations, European colonization, and initial interactions. This unit builds on the foundational knowledge of historical encounters and the initial impacts on Latino communities. By focusing on major instances of resistance, it extends the historical narrative to include how Latino communities have continuously resisted and challenged power structures over time, connecting early experiences of oppression with ongoing struggles for autonomy and justice.
Cultural Foundations: Earlier explorations of cultural resilience, identity formation, and the impact of historical events on Latino cultures. The unit connects to prior discussions of cultural foundations by highlighting how resistance has been a form of preserving and expressing Latino cultural identity. It explores how various forms of resistance, including artistic expression and underground economies, are rooted in and reflective of the broader cultural narratives established earlier in the curriculum.
Social Movements and Resistance: Prior examinations of social movements, labor history, and activism within Latino communities. This unit deepens understanding of social movements by examining specific historical and contemporary instances of resistance. It links earlier studies of labor movements and activism to broader themes of resistance, providing students with a more detailed understanding of how these movements have evolved and manifested across different periods and contexts.
Artistic and Economic Resistance: Previous studies of cultural diffusion, artistic expression, and economic practices within Latino communities. The unit extends previous knowledge by focusing on how the arts and underground economies have served as forms of resistance. It connects earlier discussions of cultural diffusion and artistic traditions to contemporary practices, illustrating how creative and economic expressions continue to play a role in challenging dominant power structures and fostering resilience.
By linking these themes, the unit enhances students' understanding of the continuity and evolution of resistance within Latino communities. It builds on prior knowledge to provide a richer, more nuanced perspective on how resistance has shaped and continues to shape Latino history and culture.
How does this unit prepare students for future learning?
Development of Analytical Skills: By examining various forms of resistance and their historical and contemporary contexts, students develop strong analytical skills. They learn to evaluate and interpret different methods of resistance, from historical uprisings to modern artistic and economic strategies. These analytical skills are crucial for higher-level academic work and professional fields that require critical thinking and the ability to analyze complex social phenomena.
Understanding Social Movements: Studying major instances of Latino resistance and the evolution of these movements equips students with a deep understanding of social and political activism. This prepares them to engage with or analyze future social movements, whether in academic research, policy development, or advocacy roles, by providing a framework for understanding how resistance movements develop and succeed.
Integration of Interdisciplinary Knowledge: The unit’s focus on resistance through the arts and underground economies encourages students to integrate knowledge from multiple disciplines, including history, cultural studies, economics, and political science. This interdisciplinary approach fosters a holistic understanding of complex issues, preparing students for interdisciplinary studies and real-world problem-solving where multiple perspectives are essential.
Enhanced Research and Communication Skills: Students engage with primary and secondary sources, analyze different accounts, and present findings on forms of resistance. This experience enhances their research skills and ability to communicate complex ideas effectively. These skills are valuable for future academic projects, professional research, and any field requiring effective communication and evidence-based analysis.
Essential Questions:
With the diaspora in mind, how has the theme of resilience been illustrated in the past and present history of Latinos’ battle for equity?
Enduring Understandings:
Explore the Latinos’ fight for independence against Spain
Explore the nationalist movements against dictatorial/non-democratic leaders in the 20th century
Analyze the power structures within the United States that influence oppressing the people and voices of the Latino world
Examine the arts as a form of resistance, strength, and community
What Students Will Know:
The causes and effects of the Latin American revolutions for independence from Spain in the 19th century
Twentieth-century Latin American revolutions
Colonial rule and economic exploitation, on the development of resistance movements in Puerto Rico, including the struggle for independence.
How historical contexts have shaped Latino art and music as forms of resistance and protest, and how these cultural expressions continue to influence contemporary social movements.
Primary sources from the Latin American revolutions against Spain
Limitations of historical sources when studying twentieth-century Latin American revolutions
The role of resistance groups in Puerto Rican history, using a variety of sources to understand how different perspectives have influenced current interpretations of the struggle for independence.
How art and music created by Latinos have been historically documented and interpreted, and analyze the potential gaps in these sources that limit our understanding of their role in resistance movements.
The role of local and national political institutions in Latin American revolutions, focusing on how these institutions addressed or exacerbated social and political problems.
The responsibilities of various civic and political institutions in Puerto Rico’s resistance movements, particularly in the context of the struggle for independence and the Young Lords' activism.
How international institutions and foreign powers influenced the outcomes of Latin American revolutions and the subsequent political landscape in these countries.
The roles of different levels of government and institutions in the Latino Civil Rights Movement in the USA, particularly in response to resistance and protest actions.
Primary sources from the Latin American Revolutions against Spain and cite specific evidence to support interpretations
Scenes from The Motorcycle Diaries to understand the root causes of twentieth-century Latin American revolutions, using visual/textual evidence
Puerto Rican resistance groups sources, such as the Young Lords, by citing evidence to connect these movements
Annotated timeline of the Latino Civil Rights Movement in the USA, using specific textual evidence to support the inclusion of key events and their significance.
Different accounts of Latin American revolutions, analyzing how various mediums (e.g., print sources vs. films like The Motorcycle Diaries) emphasize different details of these historical events.
Multiple sources about Puerto Rican resistance movements, including print and multimedia accounts, to determine how each medium highlights different aspects of the struggle for independence.
The representation of Latino resistance in art and music, considering how these cultural forms emphasize certain aspects of resistance that may be overlooked in traditional historical accounts.
The portrayal of specific events, such as the Young Lords' takeover of Lincoln Hospital, across different media, and determine how each account shapes our understanding of the event.
A movie pitch and details for the West Hartford Bank heist, utilizing technology to produce and publish a dynamic presentation
An annotated timeline of the Latino Civil Rights Movement in the USA, using online tools to create a flexible and interactive digital product
A multimedia presentation or website on the causes and effects of Latin American revolutions, incorporating various forms of digital content
A detailed analysis of the Guatemalan Revolution, integrating multiple sources and using technology to display the information
What Students Will Do:
Investigate the causes and effects of the Latin American revolutions for independence from Spain by analyzing historical contexts and their ongoing influence on contemporary society.
Compare and contrast twentieth-century Latin American revolutions, identifying the complex historical contexts that shaped these movements and continue to affect present-day interpretations.
Evaluate the role of historical contexts in shaping resistance movements in Puerto Rico, using evidence from historical sources to support their analysis.
Examine how Latino art and music reflect the historical contexts of resistance and protest, and analyze the evolution of these cultural expressions
Analyze primary and secondary sources from the Latin American revolutions to determine how the perspectives represented in these sources shape current interpretations of historical events.
Critically evaluate the limitations of available historical sources when studying twentieth-century Latin American revolutions, identifying gaps in representation and perspective.
Compare various accounts of Puerto Rican resistance movements, examining how the perspectives of different groups have influenced historical interpretations and recognizing potential biases or omissions.
Interpret Latino art and music as historical sources, identifying the ways in which these cultural forms have been documented and the limitations of those accounts in capturing the full scope of resistance.
Analyze the roles of various civic and political institutions in Latin American revolutions, distinguishing the different levels of power and responsibility involved in addressing social and political issues.
Evaluate the effectiveness of local, national, and international institutions in responding to resistance movements in Puerto Rico, particularly in the context of the struggle for independence.
Assess the impact of foreign intervention and international agreements on the outcomes of Latin American revolutions, using case studies to illustrate their findings.
Examine the roles of different governmental and civic institutions in the Latino Civil Rights Movement in the USA, analyzing their effectiveness in addressing the social and political problems faced by the Latino community.
Cite specific evidence from primary and secondary sources to support their analysis of the causes and effects of the Latin American revolutions, connecting detailed insights to broader historical contexts.
Develop a reasoned argument about the root causes of twentieth-century Latin American revolutions by citing evidence from multiple sources, including scenes from The Motorcycle Diaries.
Support their analysis of Puerto Rican resistance movements with specific textual evidence from historical sources, demonstrating how these movements were influenced by broader historical contexts.
Use specific examples from Latino art and music as evidence to support their interpretations of how these cultural forms have functioned as tools of resistance and protest.
Compare different accounts of the Latin American revolutions, analyzing how various mediums (e.g., print, film, art) emphasize different aspects of these historical events.
Evaluate the portrayal of Puerto Rican resistance movements across different media, identifying which details are emphasized and how these choices shape the overall narrative.
Analyze how Latino art and music have been represented in various accounts, determining which aspects of resistance are highlighted in different mediums and why.
Investigate multiple sources about key events in the Latino Civil Rights Movement, analyzing how different accounts (e.g., news reports, documentaries, interviews) emphasize specific details and perspectives.
Create and publish a multimedia presentation on the causes and effects of the Latin American revolutions, using technology to link to primary sources and related information dynamically.
Develop and update an annotated timeline of the Latino Civil Rights Movement, utilizing online tools to create an interactive and flexible digital product that can incorporate ongoing research.
Produce a detailed digital analysis of the Guatemalan Revolution, integrating multiple types of sources and using technology to present the information in a dynamic and accessible format.
Collaborate on creating a website or digital archive that showcases various aspects of Puerto Rican resistance movements, taking advantage of technology’s capacity to display information flexibly and dynamically.
Demonstration of Learning:
Pre-Assessment/Common Misconceptions
Pre-Assessment: Students popcorn out what they know about Latin American Revolutions.
Common Misconceptions:
The American Revolution is the only relevant fight for independence
Latino revolutions have nothing to do with the history of Latinos in the United States
Inequality of wealth and injustice isn’t talked about in Latin America
All revolutions are the same and wrong
Puerto Rico independence is something that is not found in history
Formative Assessments/Checks for Understanding
Anchor Chart
Discussion Questions
Entrance and Exit Slips
Biography Posters- Women Roles
Primary Source Analysis Graphic Organizer
Article/Boxing Questions
Caudillo Graphic Organizer
West Hartford Bank Heist activity Organizer
Latino Protest music reflection
Jigsaw Protocol
Performance Tasks and Criteria/Project-Based Applications (Aligned with Compelling Question)
Crash Course Project on Latin American Independence
Art Piece representing present day equity issue
Unit Specific Vocabulary and Terminology:
General Toussaint L’Ouverture
Jacob Lawrence
Dictator
Caudillos
Oligarchy
Las Carpetas
Resistance heroes and sheroes (some examples)
○ Pedro Albizu Campos
○ Hernan Badilla
○ Ramon Emeterio Betances
○ Miguel Hidalgo
○ Jose Marti
○ Vidal Santiago Diaz
○ Arturo Schomburg
○ Lolita Lebron
○ Blanca Canales
○ Marianna Bracetti
○ Dominga de La Cruz Becerril
The Young Lords
Macheteros
Chicano Movement
Los Macheteros
Wells Fargo Heist Example
Civil Rights Movements Warriors:
o Cesar Chavez
o Dolores Huerta
o Herman Badillo
o Rita Moreno
o Alexandria Ocasio-Cortez o Roberto Clemente
o Julia Avarez
o Sonia Sotomayor
o Sylvia Mendez
o Luis Gutierrez
Reggaetón Syndrome
Aligned Unit Materials, Resources, and Technology:
Opportunities for Interdisciplinary Connections:
Spanish - Tie in historical leaders when covering countries
Music - Resistance music from LA
Geography - Analyze the locations and regions of the LA countries
ELA - Read about one of the CR leaders
Art - Examine LA resitance art
Opportunities for Application of Learning:
Crash Course Project on Latin American Independence
Art Piece representing present day equity issue
Critical Consciousness for Diversity and Equity:
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.
Multilingual Learners:
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.