Chicano Education Reform Movement in the 1960's and 70's and

Chicano Education Reform Movement in the 1960's and 70's and how it affects US, NOW!

Ms. Yakin's Class

History helps us learn about the PAST, PRESENT, and about OURSELVES!!

Objectives

TEKS

-Students will learn about ways in which they can be involved in local and state government processes.

-Students will learn about primary sources. They will read and analyze them and understand how we can learn about history, the present, our country, and about ourselves through these primary sources.

-Students will draw conclusions and inferences about history and authors’ purpose from various forms of text including poetry, news articles, and other documents.

Language Arts TEKS

Social Studies TEKS

Letters/Responses/ and Reflections

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery.

(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.

(17) Citizenship. The student understands the importance of active individual and accumulative participation in the democratic process through civic participation in the local government. The student is expected to:

(b) explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as holding public officials to their word, writing letters, and participating in historic preservation and service projects;

(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas;

Student's will write a letter, reflection, or response to a person or group of people from a textual primary source. i.e. poem, letter, news article, other written documents. In this activity the student will answer and reflect on the purpose of the author of their primary source.

Examine and Discuss Primary Sources

Discuss and reflect on excerpt from Chicano! PBS documentary as a class. We will touch on the importance of the actions and involvement of these students and others, fighting together, for their rights.

As a class...

We will discuss, analyze, and reflect on various primary sources about our topic. We will be thinking critically through our historian lens's to discuss who the sources are about, what was happening in the sources, where the sources took place, when these primary sources where created, and the reasons why these documents came to be. We will also discuss our feelings which come from the primary sources. A main focus of our discussion will also include understanding the importance of individual and collective action in local and state government. We will share our ideas as a class and try to relate to the people who share many of the same struggles that Mexican American or Chicano students and other non-white raced people or students face in schools.