Using Connotation and Denotation to Identify Bias in Media Past and Present

In this lesson students will use primary sources from the Boulder County Latino History Project and differing news sources on the Baltimore Riots of 2015 to correctly identify connotative and denotative language that implies a biased message. Students will apply their knowledge to creating a news piece that uses both connotative language and denotative language to convey a biased message. This series of lessons covering approximately 7 days is intended to be taught in a quarter-long unit on race and identity. The topic of the Baltimore Riots should be covered or introduced prior to this series of lessons.

Created By: Victoria Racz, Arapahoe High School

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Responses to Discrimination: Exploring and Dramatizing the Role of Boulder County Latinos

In this lesson students use primary sources to learn about some of the challenges faced by Boulder County Latinos by researching and dramatizing personal accounts of injustice in small groups. After each group performs for the class, the whole class will participate in a discussion about the actions individuals took in response to discrimination and what the outcomes were.

Created By: Patty Sandoval – Angevine Middle School, Lisa Norton – Casey Middle School, Julie Lyddan – Coal Ridge Middle School

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Exploring Immigration Patterns of Latinos to Boulder County

In this lesson students will research and tell the story behind immigration patterns of Latinos to Boulder County from 1910-1940 using background information, research, BCLHP primary and secondary sources, additional images or video, and Google Tour Builder.

Created By: Patty Sandoval – Angevine Middle School, Lisa Norton – Casey Middle School, Julie Lyddan – Coal Ridge Middle School

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Comparing the 1980 Shootings in Longmont with Michael Brown/Ferguson

In this lesson students will use the materials from BCLHP focused on the Longmont Shootings in the 1980s and the creation of the Kensington Park Mural, Unity, and draw connections between events in Ferguson, MO / Michael Brown. Students will create a mural reflective of themes, symbols, and ideas in Unity but apply these to Michael Brown. Students may write a short paragraph or essay explaining the connections between the two murals and/or give an oral presentation.

Created By: Cara Luchies-Schroeder, Skyline High School 

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Assimilation and Acculturation: What Does It Mean To Be An American?

In this lesson students will evaluate the term, “What Does It Mean to Be An American?,” and develop an evaluatory conclusion as to the extent, or lack thereof, of acculturation and/or assimilation required to be considered an “American.” Furthermore, students will discuss whether “becoming American” is the “goal” of all ethnic groups (“assimilation” vs. “acculturation”) and evaluate the state of multiculturalism in America today. Students will employ the Michael Walzer article, “What Does It Mean to Be An American?” (1990), primary and secondary source data from the BCLHP, and research from the PEW Research Center, June 2015.

Created By: Chris Barnes, Longmont High School

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