Students begin this unit by discussing their relationship with art, and the …
Students begin this unit by discussing their relationship with art, and the extent to which they believe art drives resistance movements. Students then participate in a Gallery Walk that highlights how members of the Puerto Rico community in the Young Lords used art to advance their ideas and preserve their culture. Students center the activism of Indigenous peoples in Puerto Rico by studying bomba music and murals. This helps them understand the roots of art—both visual and performance—as activism, and respond to the question: How can understanding Latinidad through art help us confront social and political injustices? Throughout this unit, students work in teams to create a poster series that inspires civic engagement and action on issues of social and political injustice.
In the first bend of this unit, students will closely read multiple …
In the first bend of this unit, students will closely read multiple perspectives on the “American Dream” in order to collect information to use and integrate that information into an evidence-based perspective. Students will examine primary and secondary source documents to make informed decisions about what information to collect that may inspire their writing about “The American Dream.”
In the second bend of this unit, students will engage in a short-research process to create a draft of argumentative speech on the “American Dream” with a specific purpose, audience, and tone in mind. They will use their inquiry research questions from bend one to begin analyzing search results and citing and gathering relevant, accurate, and credible information.
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