Big Ideas Topics to be Addressed, including Key Concepts and Terms• Understand the characteristics and achievements of the people discussed.• Understand the different forms of conquest.Artwork:  Moorish Prince, Elizabeth Nourse, 1897, photograph, New Britain Museum of American Art

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Turtle Island, Indigenous Peoples Goree Island-Role in Transatlantic Slave Trade Maps of Transatlantic Slave Trade, Africa, Caribbean, North/South America Forced Migration in the Caribbean and Americas Social Constructs Race, Racial Identity, Anti-Racism, Implicit Bias 

Semester 1: Unit 1 At-A-Glance: Where We Come From: Introduction to African Origins and Contributions of Ancient African Empires to World Civilizations and the African DiasporaIn this unit, students will:•Examine the impact of various aspects of African culture world civilizations in the past and present.•Analyze the factors that have contributed to racialized global conflict and change in the modern world; and•Develop a positive and accurate identity, including an awareness of and comfort with ones’ membership inmultiple groups in society.Compelling Questions: What impact did the people of Ancient Africa have on early and modern civilizations, and why has this impact been largely ignored through much of history? How has the concept of race been socially constructed over time?Pre-Assessment: Students complete a course self-assessment to gauge interest, comfort level, and current knowledge.

Developed By: Adrian Solis, Gladys Labas, Agnes Quinones, Vanessa Sosa, and Nitza Diaz 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. In this unit, students will:● 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 the contributions of Latino people to American history in spite of oppression.Compelling Question: 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? 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Who are the Tainos, Incas, Aztecs, and Mayan?  Indigenous [Tainos, Incas, Mayan Kalina, Triple Alliance (Aztec), Olmecs, Mayas] presence in Puerto Rican and other Latino/a cultures Contributions of Indigenous societies  Empires of the Tainos, Aztec, Incan and Mayan people 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Real history and impact of Columbus  Treatment of Indigenous People 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Characterization of the Indigenous People by Bartolome de Las Casas Characterization of Columbus by Bartolome de Las Casas Counterstory: examining a different perspective on discovery 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Impact of the treatment of Indigenous population had for Latin America and the Caribbean Impact created/cause/transformed into a “new society” Vocabulary: Assimilation 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Violence manifested toward the Indigeneous populations after the arrival of Columbus in 1492 How does violence manifestation 500 years ago compare to current transgressions against Latinos today? Demonstrate an understanding of the interconnected violence among the Indigenous, Africans, and Spaniards to understand how it manifested with scientific experiments Note: The sensitivity of this topic may require adjustments with regards to how it is introduced, explored, and analyzed. Consultation is suggested to ensure not to invoke or perpetuate a traumatic learning experience. 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Violence and experimentation on the identity of Latinos and Puerto Ricans Racial trauma Consequences and impact of the atrocities  Transformation of a society as a result of anti-Latino violence  Puerto Rico and U.S. relations regarding experimentation as a way to impact the culture Eugenics/U.S. beliefs about Latino and Puerto Ricans  Vocabulary: Racial Trauma Note: The sensitivity of this topic may require adjustments to this activity with regards to how it is introduced, explored and analyzed. Consultation is suggested to ensure not to invoke or perpetuate a traumatic learning experience. 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Language policies as the means to ensure power and privilege Use of language suppression as a resistance tool by Puerto Ricans and other Latinos The intersection of Language and Identity Language suppression as a form of colonialism   

In this unit, students will:● 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.Compelling Questions: 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?Pre-Assessment: Teachers will facilitate review of prior knowledge using multiple True/False statements via Kahoot or Human Line-Up (Note: these are examples. Teacher can use any other APP.)

Developed By: Carlos Torre, Stephen Armstrong, Nitza M. DiazNOTE: At the beginning of Semester 2, there should be a general review of the major themes of Semester 1.  Students should also be informed that during Semester 1 their instructor took a largely chronological approach to the subject matter, while Semester 2 will be more thematic and will spiral back to prior learning.  Review of expectations for dialogue, safe spaces, and community of learners should occur.  Students should be reminded that there will be many “difficult discussions” throughout the semester, and that it is important that all student voices be heard.  Before beginning with the actual subject matter of Semester 2, students will take part in a project in which they attempt to find what they can about their own personal and family identity. Memories, interviews with family members, family letters, photographs, etc. can all be used to inform and complete an I Am From Poem. Sensitivity and assistance for students who may not have access to this information given their family situation should be provided up front.  Even before the United States became a republic, Latinos have contributed to the culture and history and life of the U.S. Yet, Latinos have been perceived as the “other.” Despite histories of migration, labor recruitment, wars, invasion, and occupations, millions of Latinos have persevered and demonstrated the beauty of their contributions. This unit will examine the early beginning and origins of what we know as Latin America. In this unit students will:● Explore Puerto Rican and Latino identity and culture.● Examine the individual and collective identities of Puerto Ricans and Latinos and demonstrate understanding of how this influences the perception and realities of Puerto Rican and Latino people.● Explore Latinos’ understanding of race.● Understand how Latinos show up in Black-White binary.● Examine Puerto Rican Migration.● Learn about the strengths and contributions of African diaspora in Latin America and in the Caribbean.Compelling Questions: How has Puerto Rican and Latino identity evolved over time? Is there a single “Latino identity”? Is there a Latino race?

Big Ideas/Topics to be Addressed, including Key Concepts and Terms  Review of Semester 1 themes Review of course expectations 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Is Latino a Race? The concept of Race in Latin America today What does it mean to be Latino?   

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Multiple identities (i.e., Hispanic v Latino/a vs. Spanish) Evolution of multiple identities Language  Identity, race, and census  The following topics can be addressed if time permits and students are ready to share: Latino passing: what does this mean? Language and its relationship to the Latino identity  

Big Ideas/Topics to be Addressed, including Key Concepts and Terms African and Indigenous Diaspora African and Indigenous diaspora contributions (music, food, literary genres, etc.) Strengths and contributions of African and Indigenous diaspora in Latin America and Caribbean Vocabulary: Diaspora, Intersectionality 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Geographical and economic factors that have impacted development in Puerto Rico (e.g., population, topography, location, etc.) Puerto Rican Identity: what does it mean  History of Puerto Rican Migration Immigration How Puerto Rican Migration experience differs from other Latin American countries 

In this unit, students will:• Explore Latinos’ and Puerto Ricans’ identity;• Examine the collective and individual identities of Latinos and Puerto Ricans and demonstrate understanding of how this influences the perception and realities of Latino and Puerto Rican;• Explore Latinos’ understanding of race;• Understand how Latinos “show up in the color line that created a Black and White bin”;• Examine Puerto Rican Migration; and • Learn about the strengths and contributions of the African diaspora in Latin America and in the CaribbeanCompelling Questions: How has Latino and Puerto Rican identity evolved over time? Is there a single “Latino identity”? Is there a Latino “race”?Pre-Assessment: Students engage in a gallery walk to gauge information on definition of culture, Latino/Puerto Rican identity, and migration of Latinos/Puerto Ricans.

Developed By: Adrian Solis, Vanessa Sosa, Agnes Quinones, Gladys Labas, Nitza Diaz 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. In this unit, students will:● 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 how the arts serve as a form of resistance, strength and community building.Compelling Question: With the diaspora in mind, how has the theme of resilience been illustrated in the past and present history of Latinos’ battle for equity?