La Raza: Who Am I? Where Am I From? Exploring Latino History in Colorado and Boulder County with English Language Learner Students

In this lesson students will study the following inquiry questions, Who are you? What made you? Research and present three topics of interest from your/the past using La Raza videos and make connections with Boulder County Latino History. Beginning of the school year unit to get to know long term English Language Learner [ELL] students and have them get to know themselves.

Read More

Whose History, Whose Story is Portrayed in the U.S?

In this lesson students will will be asked to think about who is commonly portrayed in the media and how they fit into this reflection of the United States. Students begin with a discussion of events from one of the BCLHP youth to show how perspective plays a role in the decisions people make. They will then create a collage of who is seen more frequently in mass media. Then they will be asked to analyze documents and pull out main ideas in the form of a found poem. Finally, students will be asked create a ‘Race Card’ focusing on how they perceive to be seen or not seen. This lesson was created specifically with a small group special education class in mind, but it could be adapted for any classroom.

Read More

History’s Most Influential People: Boulder County Edition

In this lesson students will analyze the characteristics of influential people. The lesson begins with a brainstorm list of influential people in history. Students are then asked to analyze primary sources focused on one of two influential leaders in Boulder County (Esther Blazon or John Martinez). Finally, they will think about where they see themselves in history and create a “Time Magazine Most Influential Person of the Year” cover about their future selves. The assessment will be a written analysis of how the local leaders might be considered influential people in history.

Created By: Jessica Adviento-Mackey, Longs Peak Middle School

Read More

Repatriation or Deportation – Creating a Secondary Resource

In this lesson students will use primary resources to create a secondary resource using the app iBooks Author. The students will write a chapter formulating a historical argument concerning the deportation of Mexicans during the 1930s that uses primary sources for support. The student narrative will keep the following 3 questions in mind; What does it mean to be an American or U.S. citizen? What is government’s role in a market economy? In what ways does the United States government influence decisions regarding production and distribution of goods?

Created By: Rob Halsey, Timberline PK8

Read More

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

Read More

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

Read More

Chicano Educational Negotiations/Demands: A Comparison of Los Angeles and Boulder County (a Spanish Language Lesson)

In this lesson students will discover how the Chicano walkouts and educational demands in Los Angeles in 1968 were similar to and different from those in Boulder County in the early 1970s.

Created By: Keri Dunphy, Peak to Peak Charter School

Read More

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

Read More