Creating Found Poetry: Exploring Racism against the Local Latino Community Using Primary Sources

In this lesson students will create “Found Poems” from a primary document that discusses the history of racism against Latino communities of Boulder, Colorado. Individually, students will reframe the text to create a poem with the message they have taken from the piece.
*Note: One foul word is used in this piece, so you may choose to eliminate that part of the story, or have a conversation with students about use of profanity, maturity in dealing with it, and allow them to have it eliminated if they so choose.

Created By: Lucy Copperberg, Twin Peaks Charter Academy

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Claim Your Identity: Create Your Own Acronym, in Health, History, or English Language Arts Course

In this lesson, students will design an acronym for their ideal label or “check box”. The lesson emphasises emotional wellness through diversity. Students will use primary sources from the Boulder County History Project primary resources site (good examples are: Dalia Sanchez, Jason Romero Jr., and Kelly Sarceno) or the New York Times video op-ed site (good examples are: “A conversation with Latinos on race” or “A conversation with Asian-Americans on race”) and the attached worksheet to create their acronym. A historical view can be explored through the BCLHP primary resource set, Creating an Inclusive Chicano Identity.

Created By: Rebecca Freeman, Longmont High School

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American Ideals & Identity: Blended Poetry

In this lesson students use poetry to explore what it means to be an American. Over the course of two lessons students will look at multiple sources in order to understand varying perspectives about life in America and identity. A local connection is made through Augustine Cordova’s song, “Yo Soy Chicano” [“I Am Chicano”]. In the first lesson, students will read four poems and find powerful phrases that represent the perspective of the author about what it means to be an American. Students will then compare and contrast the ideas found in the poems using a graphic organizer. The second lesson will require students to create an original blended poem using the four sources to create a more inclusive definition of what it means to be American.

Created By: Jami Revielle and Anna Lever, Frederick 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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Family Traditions and Culture: Comparing Local to Other Places

In this lesson students will compare traditions in their community to traditions outside their community. Students will use their personal experience to connect to the curriculum. They will share their family culture and traditions to understand how groups of people connect to the environment.

Created By: Ana Campos Davila, Indian Peaks Elementary School 

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Defining Culture: Boulder County Latinos

In this lesson students will exploring elements of culture in a larger integrated 9th grade English/World Studies Unit 1. Elements of the larger unit will be introduced as a way of understanding the necessary themes and content vocabulary which will be applied in the mini unit. By completing group and individual assignments in this mini-unit, students will gain a more complex understanding of culture and history within Boulder County. Students will be able to blend their understanding of local culture and history into their growing perspective of global culture and trends throughout the remainder of the unit and school year.

Created By: Carly Jiron, Longmont High School 

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Life Experiences of Child Migrant Workers

In this lesson students analyze how life experiences shape character, using primary sources from the Boulder County Latino History Project’s primary sources library. The focus is on local Latino Migrant Children. This lesson is part of several designed to be used together or as stand-alone lessons. At the conclusion of the lesson, the student will be able to:

1. Identify at least three examples of how children of migrant workers’ life experiences helped shaped their character,
2. Rank order the life experiences’ impact based on how they would personally react to them,
3. Hypothesize the impact of each of these three life experiences on the child of a migrant worker today.

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