Have students explore their communities with a scavenger hunt! (Multiple days/over a weekend)

In Wakefield, where I work, and all around the state there are placards and monuments/statues dedicated to the New Deal Work Projects Administration (WPA) labor during the Great Depression

Have students engage with them linguistically:

Have students present their findings in class and have them photogra[h the monuments they visited 

Provide students with physical notebooks/journals or digital variation (Ongoing Google docs or slide for every entry)

As you progress through the US History timeline, have students think about their language and cultures concerning the content and selected texts/resources

Example Prompts

• How does your linguistic and cultural background influence your understanding of the civil rights movement? How does your perspective compare to your classmates of different backgrounds?

• How, if at all, were you, your community, culture, and language(s) represented and addressed in FDR's First Inaugural Address? How did President Roosevelt connect with you? How do you wish he had?

• In the units covered so far, what are some examples of culturally and linguistically relevant texts, stories, or artifacts you wish were included in the content? How has the text selection positively and negatively impacted your learning and perspectives on history?

Allows students to identify and address inequities in their education concerning language and culture within the scope of historical perspectives about specific  historical eras, sources, and topics (Cortes Ramirez & Salinas, 2021)