TOPIC: The Puerto Rican Diaspora
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1. History of the departure
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2 Travel between the island and the mainland.
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3. Current and future political issues: commonwealth v. independence.
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4. Films:
Operation Bootstrap
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Puerto Rican Passages
Objective:
to explore the experience of the Puerto Rican community as migrant group.
Lesson 1 (Day 20)
Source: The Latino Experience in US. History
American Mosaic
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A. Teacher introduces the topic of Puerto Rico by means of maps of the island and a reading from the book Mosaic. Setting the Historical Context, page 244Ð249. Vocabulary words to look up and discuss: Mainland-commonwealth-San Juan-Nuyorrican-
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B. Student Activity: Students work on maps and on vocabulary words. Students are also asked to take notes on teacher’s information.
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C. Homework: Students are assigned to read about the Foraker Act on page 251 (Mosaic).
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D. Students receive directions on the preparation of a paper on Puerto Rico, to be presented orally to the class, and turned in to the teacher in written form. The last two days of the unit will be dedicated to these presentations. You may assign different aspects of migration, or the Foraker Act, or movie reviews as the subject of their presentation.
Lesson 2 (Day 21)
History
Sources: The Latino Experience in US History.
American Mosaic
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A. The teacher will discuss the Foraker Act , and have students discuss questions 1Ð3 on page 251, discussing how this act changed Puerto Rico.
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B. 1. Reading assignment. Chapter 20: The Great Migration from Puerto Rico pages 256Ð265.(The Latino Experience).
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C. Homework assignment: Answer questions #1-#10, on page 266.
Lesson 3 (Day 22)
History
Source:
The Latino Experience in US. History
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A. Teacher continues discussion on last night’s reading. Goes over vocabulary.
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B. If available, the film Operation Bootstrap would be ideal at this time.
C. Student Assignment: If available, excerpts from the book
When I Was Puerto Rican.
Lesson 4 (Day 23)
Math
Source: The Latino Experience in US.
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A. Teacher will present chart on page 262 (Puerto Ricans in New York City and on the Mainland, 1950Ð1970).
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B. Students Activity:
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1. To work on answering questions 1Ð4 on page 267, using the chart on page 262.
Lesson 5 and 6 (Day 24 and 25)
Materials: Film: Puerto Rican Passages
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A. Students watch movie and take notes.
Lesson 7 (Day 26)
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A. Teacher will lead discussion on film.
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B. Student Activity:
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1. After watching the documentary, please identify three reasons mentioned related to immigrants and the workforce in the United States of America.
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2. Students draw up lists of reasons why people have settled in Connecticut.
Lesson 8 (Day 27)
Presentations
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B. Students will start oral presentations to the class on the subject of Puerto Rico.
Lesson 9 (Day 28)
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A. Balance of presentations, all written work due.
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B. Written assessment may be administered by teacher for students who need alternate assessment . This is an instrument to measure student’s knowledge of the subject area and how well they have understood the readings and the discussions.