In this unit, students will:•Explore how colonialism impacted the development of Latin America societies during a period of social, economic “transformation.”•Examine and interpret how Latin Americans and Puerto Ricans constructed and interpreted racial, ethnic, class, and gender identities as a result of historic and economic experiences of enslaved Africans in Latin America and in Puerto Rico. •Investigate the ways in which United States relations with Puerto Rico and Latin America help or hinder social and economic growth.•Examine specific role of Indigenous, Spaniards, and Africans in the formation of the Puerto Rican Nation.•Evaluate how severe economic policies impact the economic growth of Puerto Rican and Latin America currently.Compelling Question: How did power and hierarchy come together to create the social and economic structures of Puerto Rico and Latin America?Pre-Assessment: KWL about students’ current understanding of colonialism, United States’ relations with Puerto Rico, and Latin America help or hinder social and economic growth.

Developed By: Carlos Torre, Steve Armstrong, Nitza Diaz Between the years of 1820 and 2020, more than 80 million people migrated to the U.S. The history of immigration and migration is bigger than just the narrative that teaches about European immigration. Puerto Ricans and Latinos have migrated to the U.S. since the 1800s, and some Latino groups were already here before Europeans. This unit offers students an opportunity to learn and explore the contributions of Puerto Ricans and Latinos to the U.S. and the state of Connecticut. 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 Puerto Rican and Latino people.Compelling Question: What impact have Puerto Ricans and Latinos had on Connecticut, and what additional impact might they have in the future?

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Timeline of Puerto Rican migration to the U.S. and to Connecticut  Analysis of how Puerto Ricans impact the U.S. economy Puerto Rican migration to the U.S. and Connecticut (choice/group decision-making) Economic Reasons for migration (apple orchards, tobacco) Puerto Rican Political Action Committee 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms The immigration of individuals from other Latin American countries to Connecticut Economic, political, social reasons Similarities, differences of reasons for immigration Vocabulary: Migration, Immigration

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Brief History of Latinos in the Military  Borinqueneers  Latinas in the Military 

Big Ideas/Topics to be Addressed, including Key Concepts and Terms Latino/Latina Inventors Latino/Latina student inventors (invention convention) Music contributions in the U.S. Arts contribution in the U.S.  

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.

This collection uses primary sources to explore the Declaration of the Rights of Man and of the Citizen. 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 course covers the role of physics and physicists during the 20th century, focusing on Einstein, Oppenheimer, and Feynman. Beyond just covering the scientific developments, institutional, cultural, and political contexts will also be examined.

This collection uses primary sources to explore early exploration of the Americas. 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 course covers French politics, culture, and society from Louis XIV to Napoleon Bonaparte. Attention is given to the growth of the central state, the beginnings of a modern consumer society, the Enlightenment, the French Revolution, including its origins, and the rise and fall of Napoleon.

This tenth grade annotated inquiry leads students through an investigation of the French Revolution. Adolescent students are quite concerned with challenging authority and establishing their independence within the world; the concept of revolution brings those two concerns to their most world-altering levels. This inquiry gives students an entry point into thinking like historians about the French Revolution. The question of success invites students into the intellectual space that historians occupy. By investigating the question of the French Revolution’s success, students will need to make decisions about what the problems of the Revolution were, how to give weight to the events of three different periods of the Revolution, and what distance, if any, was between intentions and effects.

This course explores how our views of Jewish history have been formed and how this history can explain the survival of the Jews as an ethnic/religious group into the present day. Special attention is given to the partial and fragmentary nature of our information about the past, and the difficulties inherent in decoding statements about the past that were written with a religious agenda in mind. It also considers complex events in Jewish history -- from early history as portrayed in the Bible to recent history, including the Holocaust.

This collection uses primary sources to explore leaders of Latin American revolutions. 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.