Latino Historical Voices of Human Rights and Access to

Equality
Project title
Grade level
Discipline(s)
Start & end dates
Author(s)

Latino Historical Voices of Human Rights and Access to Equality

6-9
Spanish, ESOL, Social Studies, ELA
Quarter 2
Heidi Mendes

Project and Product Overview

Presenting to ESOL students about Latinos, with special emphasis on
Culminating
product/performance & Guatemalan authors artists - activists in the U.S. who have contributed to
Latino Human Rights and Access to Equality.
audience
Students will be able to acquire and apply content vocabulary to demonstrate
Project summary
versatility of how each person has fought for equality in various systems of
(Include need/question
Latino oppression, in that there are many sub groups in our Latino culture in
driving student inquiry
that Guatemalan culture has had to assimilate into different Latino groups
and social justice
due to very little Guatemalans in this geographical area.
connection.)
During their investigation students will find someone who is currently
ensuring others to have access to equal resources, and make a comparison
analysis between the person who contributed to Latino, (with special
emphasis on Guatemalan contribution in the US) Human Rights and Access to
Equality in the past with the present.
Students will present their brochures or digital story, and PowerPoints as a
presentational tool, to synthesize information researched, and to display their
knowledge of the process of how to be an active participant in their
community.
Standards and Learning Targets Assessed in this Project

Standards
Long-term Targets
(Content, Common Core
Supporting Targets
Literacy, HOS)
Determine words and phrases
Description of characteristics and ethics
related to social and equality.
Art of Inquiry
Utilizing content-specific and academic
Distinguish among fact,
vocabulary to build knowledge, and
opinion, and reasoned
make connections.
judgment in a text.
Students learn how to paraphrase
document information using word-bank
Locate language of opinion.
and sentence starters in order to learn
Organize language based on
how to cite their resources and how to
visually-supported text using
create a reference sheet.
graphic organizers with a
Students learn how to use connectors
partner.
and transition words to help the writing
process flow.
Use precise language and
domain-specific vocabulary to
inform about or explain the
topic.
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Assessments

Oral Presentation
Brochure or Digital
Storytelling
PowerPoint
Graphic organizers
Rubrics
Quizzes
Self-assessments and
feedback
Teachers observations

Scaffolding Plan
Duration Possible Supporting/Daily
(# of days Targets (Include content,
or
literacy, and habit targets)
lessons)

Instructional Plans
(High-level; not lesson plan
level of detail)

Meeting Students
Needs
(Name optional
components, choices,
structured support)