Connecting to the Concept of Identity in Literature and Local Latino Lives

In this lesson students make personal connections to the concept of identity and the potential effects of external forces on identity, prior to transferring their analysis skills to interpreting the concept of identity as seen in literature. (The latter is not described in this lesson plans). Students will examine some of the various ways people identify themselves and the influences upon their identities, culminating in a personal reflective essay.

Created By: Vanessa Dimiziani-Cascio, New Vista High School

 

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Connecting to the Concept of Identity in Literature and Local Latino Lives

In this lesson students make personal connections to the concept of identity and the potential effects of external forces on identity, prior to transferring their analysis skills to interpreting the concept of identity as seen in literature. (The latter is not described in this lesson plans). Students will examine some of the various ways people identify […]

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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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Latino History Matters: Making a Podcast

This unit has two overarching goals: first, for students to learn to use primary sources to make an argument about a particular historical event; second, for students to learn more about the history of their community. Students will work in teams of two to three to create a podcast that serves to inform their classmates about a specific aspect of Latino experience in Boulder County during a particular time period. Beyond providing information, the students will focus on using one specific rhetorical appeal (ethos, logos, pathos) in their podcast in a way that will be recognizable to their audience.

  • This lesson can be tweaked for different grade levels and contexts. For instance, the teacher may choose to limit the topic choices in order to make connections to a specific novel/unit of study. Upper-level teachers might choose to incorporate additional rhetorical devices into the project. In other cases, teachers may choose to focus on storytelling instead of argument.

Created By: Jamie Neufeld, Silver Creek High School 

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