At the end of this unit, students will embark on a project that encapsulates their progress in research, writing, and presentation skills throughout the semester. This project will also provide a platform for students to display their understanding of the unit's key themes: Latinx stereotypes in film, the ties between Puerto Ricans and New York City, and the correlation between media portrayals and historiography.
For the concluding assignment of the unit, students will work in pairs or small groups to create a unique, innovative, and historically accurate movie poster. Drawing inspiration from the history and experiences of Puerto Ricans in New York City, this poster will counter the stereotypes they have encountered in film, offering a more accurate depiction of Puerto Rican culture and history. The lesson will start with a recap of the critical points from the unit, focusing on the stereotypes portrayed in films and the necessity of constructing authentic narratives. Then, the teacher will present the requirements for the final project, emphasizing its objectives and expectations. Next, students will be guided through the online archive at The Center for Puerto Rican Studies at Hunter College. Teachers must demonstrate how to navigate the database efficiently and outline the steps to identify pertinent images, documents, and articles since this will be many students' first time using such a resource.
In the following days, students will dive deep into the archive. Working in groups, they will sift through the vast array of material, selecting pieces that resonate with them and can be utilized to add an authentic narrative to their movie poster. This research process will be crucial to their project as it allows them to construct a “counter-narrative” to the stereotypical depictions. Once the students have compiled their resources and designed their movie posters, they will present their work. Students will share their research process, discoveries, and insights in a group presentation with their class. Next, students will explain how their project, infused with authentic representation, opposes the stereotypical portrayals frequently seen in West Side Story.
Additionally, students will be tasked with writing a reflection on whether or not West Side Story can be used as a tool for teaching history. They will use their understanding of historiography and the influence of media portrayals, as well as their newly created movie posters, to support their viewpoints.
Overall, in the final assessment, teachers will provide feedback to the students based on several factors. Teachers will examine how students navigated and utilized the online archive, the depth and relevance of their research, the creativity and historical accuracy in their poster design, their narrative writing skills, and their thoughtful reflection on using West Side Story as a teaching tool. Students will also be assessed on their presentation skills and ability to link their project to the central themes of the unit, particularly Latinx stereotypes in film.
This innovative final assignment will reflect students' comprehension and skills and provide them with a creative avenue to challenge stereotypes and represent an authentic narrative about Puerto Rican history in New York City through a historically accurate movie poster and thoughtful reflection.