Big Ideas/Topics to be Addressed, including Key Concepts and Terms National Community Organizer State Community Organizer History of Community Organizers  National and Local Community Organizations  Political, economic, cultural successes 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Intersection of Race, Ethnicity, Immigration, and Deportation DACA and DREAMERS  Detention Centers: Who benefits?  Names given to U.S. Border Detention Centers Stories of the Undocumented: What is it like? From Undocumented to Documented (racial disparities in the time frame of becoming a U.S. permanent resident) Did your ancestors come “legally”? Journey to cross the border (immigration timeline within Latin America Path to travel) Vocabulary: DACA, DREAMERS, Detention Centers, Undocumented, Deportation 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms How does it feel to be a Latino/Latina looking for work? What are the common occupations held by Latinos/Latinas in the United States? Who makes more money, Latino men or Latina women? Discuss the role of gender and race in the workforce. Discuss factors that lead to the Hispanic unemployment rate in the United States. Why and how did COVID-19 affect the Latino unemployment rate?  COVID-19 affects the Latino community at a higher rate than Whites. Why? Discuss how low-wage workers are prone to higher COVID rates. 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Importance of education What does the data tell us?  Policies that hinder or enhance educational access  Policies that increase incarceration rates Ramifications for African American/Black and Puerto Rican/Latinos Breaking away from historical stereotypes and perceptions (e.g., NASA recruiting from University of Puerto Rico School of Engineering for the best candidates)  

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Where is Connecticut going? Sense of Family, Community, and Pride among Puerto Ricans and Latinos  Resourcefulness and Innovation Constantly evolving and creating: new images and identity 

In this unit, students will:• Analyze reasons that individuals from Puerto Rico and other Latin Americans migrated to Connecticut.• Explore the accomplishments and contributions of these individuals and their descendants to Connecticut history and culture.• Understand and examine the misconceptions and negative beliefs that have been normalized and excluded the contributions of Latinos and Puerto Ricans.Compelling question: What impact have Puerto Ricans and Latinos had on Connecticut, and what impact might they (and you) have on the future?Pre-Assessment: Students re-engage with the charts created in Semester Two, Lesson 1.0 and add to the charts using Gallery Walk protocol.

In 1792, recent college graduate Eli Whitney moved to Georgia to work as a tutor on a plantation. There, Whitney learned that southern planters were eager to make cotton a profitable crop. Once cotton was picked from the field, seeds had to be removed from the cotton fiber by hand before cotton could be sold. This process was labor-intensive and time-consuming, and it limited the amount of cotton that planters, relying on the work of enslaved people, could produce.

In this activity, students use a range of primary and secondary sources about San Francisco's Chinatown (1880s-1920) to explore what the community meant to residents and to outsiders.

In this activity students create a "magic lantern show," or presentation that illustrates how African American defined freedom for themselves after emancipation and the challenges and threats they faced. Students use primary sources from the Reconstruction period. This activity can accompany a viewing of the filmDr. Toer's Amazing Magic Lantern Show: A Different View of Emancipation.

In this activity students examine documents from the period of the First Great Migration of African Americans to the North. As they look at the documents, they take notes to build a character of a migrant. Then they create a scrapbook that shows their characters' personal journeys and experiences during the Great Migration. This activity can be part of a unit that includes the film Up South: African-American Migration in the Era of the Great War. Students will need art supplies such as construction paper, tape or glue, scissors, and markers to make the scrapbooks.

In this activity students learn about the people and places, and the social rules that governed them, in San Francisco's Chinatown in the 1800s. Students develop a character based on the real people who lived in Chinatown, and then create a walking tour of what life was really like in "their" neighborhood. Students analyze photographs and read short background texts to gather information for their tours.

In this activity students create a political cartoon about one of five key historical understandings of the Philippine-American War. This activity and its materials are Smartboard-friendly but can be completed without a Smartboard. This activity is designed to accompany the film Savage Acts: Wars, Fairs, and Empire 1898-1904, but it can be adapted if the teacher does not have access to the film. To plan their cartoons, students will need scissors and glue or tape.

This collection uses primary sources to explore the creation of the US Constitution. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore cross-cultural conflicts during the Colonial period of US History. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

At the end of a six-year armed conflict called the Cuban Revolution, Fidel Castro’s 26th of July Movement ousted Cuban President Fulgencio Batista on January 1, 1959, and ushered in a new government. Within months, as Castro began to implement policies and align with the communist Soviet Union, hundreds of thousands fled Cuba for the United States. Most were educated members of the upper and middle classes. Many of these immigrants, termed “exiles” and “refugees,” believed their stay in the United States was temporary because Castro’s government would be short-lived. As Castro’s regime persisted, they realized their flight could be permanent. Pushed out by the consequences of the Revolution, the influx of refugees swelled the Cuban population of the United States from 79,000 in 1960 to 439,000 by 1970. Cubans settled across the country, with the most significant community in Miami, Florida, followed by Union City, New Jersey.

This art history video dicussion examines Willem de Kooning's "Woman I", oil on canvas, 1950-52 (MoMA).

In this activity students investigate various perspectives on the debate over the annexation of the Philippines by the United States after the Spanish-American War. Students read a variety of primary sources on the annexation question and the struggle for Philippine independence, debate the relevant issues while in character of proponents of either side, attempt to reach consensus on the issue, and report the outcome to the class.

In this activity, students consider arguments for and against unrestricted immigration during the Ellis Island era. Students analyze political cartoons, letters, newspaper articles, posters, and other sources, noting evidence in the documents to support the viewpoints of the various figures in the 1903 cartoon "The Immigrant." This activity also includes modifications for low-level readers.

In this activity students analyze a timeline and official and unofficial documents that reveal the events of the Iran-Contra Affair. This activity also models the types of questions that can help students analyze foreign policy documents from other events. The activity instructions include suggestions for how to differentiate the activity for students with different reading levels.

In this activity students read two letters (one from Hoover, one from FDR) to determine different political beliefs that guided the presidents in their responses to the Great Depression.