In this lesson students will discover how the Chicano walkouts and educational demands in Los Angeles in 1968 were similar to and different from those in Pueblo in the early 1970s. (Click images to enlarge)
For this lesson students will research different time periods, places, and events involving Hispanic workers’ movements and Latino/ Chicano Civil Rights activities. Students will be expected to choose at least two different time periods (e.g., early 20th century or 1960s and the present) and create two different “protest” posters for each time period. Students will create a total of four protest posters that include a slogan and an image on the front and a detailed summary of the event on the back. Students must also make connections between the two time periods and submit a reflection. (Click images to enlarge) [...]
For this lesson students will research different time periods, places, and events involving Hispanic workers’ movements and Latino/ Chicano Civil Rights activities. Students will be expected to choose at least two different time periods (e.g., early 20th century or 1960s and the present) and create two different “protest” posters for each time period. Students will create a total of four protest posters that include a slogan and an image on the front and a detailed summary of the event on the back. Students must also make connections between the two time periods and submit a reflection. (Click images to enlarge) [...]
For this lesson students will research different time periods, places, and events involving Hispanic workers’ movements and Latino/ Chicano Civil Rights activities. Students will be expected to choose at least two different time periods (e.g., early 20th century or 1960s and the present) and create two different “protest” posters for each time period. Students will create a total of four protest posters that include a slogan and an image on the front and a detailed summary of the event on the back. Students must also make connections between the two time periods and submit a reflection. (Click images to enlarge) [...]
During this unit of study, middle school students will investigate, using primary sources, the life of migrant workers in their communities. After finding resources, the students will record a mock “interview” between a migrant worker and a reporter that answers the questions: 1. Why did you come? 2. What did you find and experience? 3. How is your life now? (Click images to enlarge)
During this unit of study, middle school students will investigate, using primary sources, the life of migrant workers in their communities. After finding resources, the students will record a mock “interview” between a migrant worker and a reporter that answers the questions: 1. Why did you come? 2. What did you find and experience? 3. How is your life now? (Click images to enlarge)
During this unit of study, middle school students will investigate, using primary sources, the life of migrant workers in their communities. After finding resources, the students will record a mock “interview” between a migrant worker and a reporter that answers the questions: 1. Why did you come? 2. What did you find and experience? 3. How is your life now? (Click images to enlarge)
In this lesson, students will analyze primary source photographs of mining history in Colorado. Students will also complete a primary source analysis tool of the mining photographs. The goal of this lesson is that students analyze the primary source photographs to gain an idea of the life of mine workers in Colorado. The final product is an expository paragraph about the life of mine workers. (Click images to enlarge)
In this lesson, students will analyze primary source photographs of mining history in Colorado. Students will also complete a primary source analysis tool of the mining photographs. The goal of this lesson is that students analyze the primary source photographs to gain an idea of the life of mine workers in Colorado. The final product is an expository paragraph about the life of mine workers. (Click images to enlarge)
In this lesson, students will analyze primary source photographs of mining history in Colorado. Students will also complete a primary source analysis tool of the mining photographs. The goal of this lesson is that students analyze the primary source photographs to gain an idea of the life of mine workers in Colorado. The final product is an expository paragraph about the life of mine workers. (Click images to enlarge)