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.

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:  Grade K Computer ScienceStudents will develop a common foundation to understand computer science concepts. They will develop the understanding of these concepts through “play” and experimentation. In Kindergarten, students will learn to program using commands like loops and events. Upon completion of this course students will have an understanding of: Digital Citizenship Sequencing Loops Events Aligned Core Resources: The selection of core resources is a local decision.  Ensuring alignment of resources to the standards is critical for success.  The CSDE has identified Code.org as a highly aligned core resource after a rigorous review process. Additional Course Information:  This course is best implemented through a combination of “plugged” and “unplugged” activities. This course also teaches students to meaningfully collaborate with others, investigate different problem-solving techniques, and persist in the face of challenges. Habits of Mind/SEIH/Transferable Skills Addressed in the Course: This course is built around a core set of student practices. These practices are high-level skills and dispositions that students should develop. Therefore, the following should be addressed throughout the course: Problem Solving Persistence Creativity Collaboration Communication                   Figure 5.2: K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.orgVocabulary:Vocabulary is a way to provide opportunities for students to use academic and content language to communicate about how they solved a problem, describe their reasoning, and demonstrate understanding. Vocabulary is inclusive of key words and phrases. Vocabulary work in computer science should include words that are traditionally used and regularly appear in academic language as well as words that are specific to the discipline.Grade K Computer Science VocabularyAssessment:Various types of assessment guide teaching and learning. The goal of assessment is to understand student progress and identify learning evidence relative to the content standards. While the Grade K Computer Science Course includes an end of course project, formative assessment practices should be utilized throughout each unit. Interdisciplinary Connections:Computer Science (CS) in Kindergarten can be integrated within the curriculum of other content areas or offered as a ‘standalone’ course, depending on the school’s program. This flexible implementation allows schools the choice to determine how they will ensure that all students will have the opportunity to learn CS. The followings tasks provide connections between learning computer science and other subjects enabling computer science to be taught through an integrated approach. For a 'standalone' course approach see the units below.ELA Connections                Spelling with Bee Code.orgCCSS.ELA-LITERACY.RF.K.1.B- Recognize that spoken words are represented in written language by specific sequences of letters.CCSS.ELA-LITERACY.RF.K.1.D- Recognize and name all upper- and lowercase letters of the alphabet.                Patterns and Rhyming Tennessee Department of Education and Tennessee   STEM Innovation Network (TSIN)             CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.Math Connections                Counting with Laurel Code.orgK.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.K.OA.A.1 - Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

This unit focuses on privacy and security and basic computer functions.  Learning in this unit will enable students to:Practice staying safe online;Understand clicking, dragging and dropping; andBe introduced to basic hardware terminology

This unit focuses on privacy and security and basic computer functions.  Learning in this unit will enable students to:Practice staying safe online;Understand clicking, dragging and dropping; andBe introduced to basic hardware terminology

This unit focuses on events which are widely used in programming. Learning in this unit will allow students to:Distinguish events from actions. Use events to make movements, noises and background changes Create an animated, interactive story using sequence and event-handlers.

This unit focuses on events which are widely used in programming. Learning in this unit will allow students to:Distinguish events from actions. Use events to make movements, noises and background changes Create an animated, interactive story using sequence and event-handlers.

This unit focuses on increasing coding efficiency through loops. Learning in this unit will allow students to:Simplify their code by grouping commands that need to be repeated;Develop critical thinking skills by noticing repetition; andReflect on the inefficiency of programming without loops.

This unit focuses on increasing coding efficiency through loops. Learning in this unit will allow students to:Simplify their code by grouping commands that need to be repeated;Develop critical thinking skills by noticing repetition; andReflect on the inefficiency of programming without loops.

This unit focuses on sequencing, programming and debugging. Learning in this unit will allow students to:Understand the difference between planning out a sequence and encoding that sequence;Sequence commands in a logical order;Identify and address bugs or errors in sequenced instructions; andBuild a computer program from a set of written instruction.

This unit focuses on sequencing, programming and debugging. Learning in this unit will allow students to:Understand the difference between planning out a sequence and encoding that sequence;Sequence commands in a logical order;Identify and address bugs or errors in sequenced instructions; andBuild a computer program from a set of written instruction.