LearningWithMrG

Lesson Essential Question: What term is the best one to use to describe immigrant people from Latin America in the U.S., and why?In this lesson, students will watch a video on the differences between the terms Hispanic, Latino and Latinx and then read different short experts through a Jigsaw on these terms, in addition to the term Latine. The lesson concludes with a written reflection, where students answer the essential question. A rubric is also included for this lesson. What: Today, we wi

Looking to enhance student conversation in your classroom? I created the following Discussion Moves Sentence Stems Desk Mat to support my students when discussing and sharing ideas. You can print these out and laminate them to add to your desk as a go-to reference for students. The moves include: State an idea / Make a point Build on ideas and Elaborate Challenge ideas Use evidence and examples Synthesize main points Paraphrase and clarify

Day 26:Essential Question: What key term are you most curious to learn more about, and is there a term that you think still affects society today? What: Today, we are starting our new unit on the Latino Civil Rights Movement. Why: We have spent considerable time this semester thinking about Mexican migration into the U.S., the ways Mexican people have been welcomed to some extent, and the discrimination they have experienced. However, it’s important for us to learn a generation of people activ

Day 30:Essential Question: What was the Mendez v. Westminster case, and in what ways did it transform U.S. society? What: Today, we will be learning more about school segregation in California. Why: Although we are all supposed to have an equal education in the State of California, it was not always this way. Last class, we explored the history behind an education that was segregated for certain students. Today, we want to consider the ways a family, known as the Mendez family, resisted by su

Day 24:Essential Question: Were Pachucos un-American or as American as one can be? Explain. What: Today, we will continue learning about the Zoot Suit Riots of the 1940s. However, we will celebrate the resistance aspect of the Zoot Suit and Pachucos/as. Why: As we move along in the historical timeline, we get to the 1940s. The U.S. is fighting in World War II and relying on Mexicans again for labor through a program called the Bracero Program. However, Mexican people continued to experience dis

Day 5:Essential Question: What was life like for Mexican Americans after the Mexican-American War? Explain. What: Today, we will learn about what happened after the Mexican American War. Why: The territory “won” by the U.S. from Mexico had people of Mexican descent already living there. These people found themselves to be under a new nation, even though the land they lived on was the same land where they had lived for generations. We want to explore what these now Mexican Americans experienced.

Looking to scaffold and better structure collaborative learning in your class? Here's my take on the traditional "group work" roles. The product is a Google slides document you can modify for your context. It has an overview of each of the four roles and sentence stems for students to use for each role.

Getting feedback from students about your course is an important way to improve your teaching practice as an educator. This Google Form survey asks students who took your class questions ranging from on a scale of 1-5, "How much did you learn in this class?," to "What is something I currently do as a teacher that you find helpful and/or engaging?" You can easily edit the form to meet your needs. There are a total of 12 short questions.

Day 7:What: Today, we will consider the ways to remember the events and what happened to Mexican Americans because of the Mexican American War. Why: The history we learned about is not always taught in schools or remembered by our society. We want to do our part to remember this history. How: By creating a work of art to remember an idea, a message, or a theme, around the history of the Mexican-American War, the Treaty of Guadalupe Hidalgo, and/or the experiences of Mexican Americans after the

Graphic Organizer with four key questions that goes along with the PBS Documentary, Prejudice and Pride ( link to documentary), along with a reflection question post documentary. Day 34: Essential Question: What did Latinos experience in the 1940s-1970s, how did they resist, and to what extent was this resistance successful? What: Today, we will begin understanding the ways Latinos resisted against the oppression they experienced. Why: We have explored several ways Latinos have experienced o

Day 29:Essential Question: What was the educational experience like in California during the 19th and 20th centuries (1800s and 1900s)? Explain. What: Today, we will be learning about the education in California during the 1800s and 1900s. Why: Although we are all supposed to have an equal education in the State of California, it was not always this way. We want to explore the history behind an education that was segregated for certain students and then next class, consider the ways a family,

Day 25:Essential Question: Were Pachucos un-American or as American as one can be? Explain. What: Today, we will finish learning about the Zoot Suit Riots of the 1940s. Why: While Zoot Suiters experienced discrimination during the 1940s, they actively resisted (fought back against) this discrimination in many ways, including through language and fashion. We want to take time to celebrate the resistance aspect of the Zoot Suit and Pachucos/as. How: By looking at the legacy Pachucos/as have left

Graphic Organizer with four key questions that goes along wi the PBS Documentary, Zoot Suit Riots ( link to documentary on Amazon) along with a reflection question post documentary. Day 22: Essential Question: What were the causes and effects of the Zoot Suit Riots, and were young Mexican Americans who wore Zoot Suits un-American? Explain. What: Today, we will be learning about the Zoot Suit Riots of the 1940s. Why: As we move along in the historical timeline, we get to the 1940s. The U.S. is

After learning about the realities of U.S. immigration policies, this assessment asks students to incorporate what they learned and revise the poem, reflecting the actual realities of immigration vs. the openness reflected in the poem. Folder includes a rubric. What: Today, we will continue engaging with the reality of ever changing immigration policies in the United States. Why: We have been thinking about U.S. immigration laws and policies on paper vs. in reality. Understanding these poli

Day 20:Essential Question: How did the U.S’ immigration policies towards Mexico change over time and who benefited? Explain. What: Today, we will continue learning about the reality of ever changing immigration policies in the United States. Why: We have been thinking about U.S. immigration policies on paper vs. in reality. Understanding these policies will help you think about how immigration is constantly undergoing changes and the ways people in the past and today are affected by these chan

Day 18:Essential Question: How did the U.S’ immigration policies towards Mexico change over time and who benefited? Explain. What: Today, we will learn about the ever changing policies of Immigration between the United States and people of Mexican descent. Why: Since the Mexican-American War, the United States has had an ever changing immigration policy towards Mexico. Understanding these policies will help you think about how immigration is constantly undergoing changes and the ways people in

Day 13:Essential Question: To what extent were Mexicans welcome in the U.S. during the 1920s? What: Today, we will explore the experiences of Mexicans who immigrated to the U.S. Why: One of the largest groups of immigrants overtime became immigrants from Mexico. We want to get a sense of what these immigrants experienced and consider whether they were welcome, unwelcome, respected, disrespected, valued, not valued, etc. How: By exploring and engaging with several sources, as we answer the que

Day 10:Essential Question: What compelled (motivated) Mexicans to migrate? Explain. What: Today, we will explore reasons why people move in and out of countries, states, and cities. Why: Now that we have covered The Mexican-American War, The Treaty of Guadalupe Hidalgo, and a little of life after the treaty, we want to discuss what compelled (motivated) people to move back and forth from the US-Mexico border. How: By looking at patterns that force (push) people out of their homes or entice (pu

This is a syllabus for a one-semester Mexican American Studies high school course for students in grades 9-12. The syllabus includes overview of the course, essential questions for three units, Learning Targets for essential skills and content, and expectations for class (grading policies, work habits, attendance, academic honesty, etc.).

Need a quick and easy way to communicate with families about students not passing your class with a C or better? This letter offers an easy way for you to communicate with families. You can fill in basic information on the student (name, class, grade) and check off your areas of concern from an included list. Student will then return part of the letter to you to acknowledge family received it. Letter also serves as an invitation to Parent Conferences. It is in English and Spanish, too.