Mexican American Literature & Culture: Weekly Update 9.22-9.26

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PERIOD 2

WARNING:  This is a tentative calendar for the week.  I post this to provide my students with an opportunity to preview the week and to help them plan accordingly.  Sometimes things go exactly as planned and it is amazing. Sometimes they don’t because we might finish an objective faster than anticipated.  Sometimes what I believed would take ten minutes at the beginning of class ends up taking an entire class.  Sometimes there are some mornings when I get ideas and decide to change EVERYTHING because something else seems better.  Anyways, you get the picture: TENTATIVE…otherwise known as maybe, perhaps, we will see.  As my grandmother used to say, “we make plans and the universe laughs”.

 

Monday 9.22: SOCRATIC SEMINAR

UNIT GOAL: Define identity terms as they apply to Mexican American literature and evaluate basic issues and themes.

Objective: After annotating Noah Remnick’s article “Why Ethnic Studies is Good for California, and America?” students will be able to practice academic behaviors to discuss the value of Ethnic Studies in a Socratic Seminar.

Handouts: Socratic Seminar Evaluation Guide, Questioning Guide

Homework: N/A

Tuesday 9.23: Why Ethnic Studies?

UNIT GOAL: Define identity terms as they apply to Mexican American literature and evaluate basic issues and themes.

Objective(s): After participating in SOCRATIC SEMINAR, students will be able to write a paragraphs that evaluates the importance of each term to the study of cultural identity.

Handouts: Socratic Seminar Guide, Class Survey

Homework: N/A

Wednesday 9.24: Intro to Perspectives on the Conquest

UNIT GOAL: After investigating and analyzing perspectives of Early American encounters through texts which include Spanish account, Aztec poetry, 20th Century art and poetry, students will write an expository essay which evaluates the impact of European arrival to the continent on Native populations and compares perspectives of encounters between native populations and Europeans.

Objective: After completing notes on IMAGERY in Diego Rivera’s La Gran Tenochtitlan, students will be able to write an Analytical Summary

Handouts: La Gran Tenochtitlan,Analytical Summary

Homework: N/A

Thursday 9.25: Perspectives in the Conquest

UNIT GOAL: After investigating and analyzing perspectives of Early American encounters through texts which include Spanish account, Aztec poetry, 20th Century art and poetry, students will write an expository essay which evaluates the impact of European arrival to the continent on Native populations and compares perspectives of encounters between native populations and Europeans.

Objective: After participating in Learning Stations, students will be able to compare perspectives of the conquest depicted by IMAGERY by completing Dialectical Journal

Handouts: Dialectical Journal

Homework: N/A

Friday 9.26: Perspectives in the Conquest

UNIT GOAL: After investigating and analyzing perspectives of Early American encounters through texts which include Spanish account, Aztec poetry, 20th Century art and poetry, students will write an expository essay which evaluates the impact of European arrival to the continent on Native populations and compares perspectives of encounters between native populations and Europeans.

Objective: After participating in Learning Stations, students will be able to compare perspectives of the conquest depicted by IMAGERY by completing Dialectical Journal

Handouts: Dialectical Journal

Homework: N/A