Historias Americanas, Americanization Movement, Culture, Civil Rights Leaders, RGV Activists, Freedom, Oppression, Agriculture in the US, Labor Unions, Mexican Revolution, Enganche, Jovita Idar, Plática, TEKS, 10th grade, 11th grade, US History
TEKS (Texas Essential Knowledge and Skills): (25) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: (A) explain actions taken by people to expand economic opportunities and political rights for racial, ethnic, gender, and religious groups in American society. (B) describe the Americanization movement to assimilate immigrants and American Indians into American culture. (C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture; and (9) (C) describe the roles of political organizations that promoted African American, Chicano, American Indian, and women's civil rights.
Lesson objective(s): 1. Explain the contributions that Mexican American women made in union organization. 2. Analyze women's efforts for the advancement in suffrage, shift in gender roles, and make the connection to the larger US Women Suffrage Movement. 3. Analyze the connection between the contributions of South Texas efforts for equality in civil rights to those made by other groups more widely known in the US History.
Differentiation strategies to meet diverse learner needs: The teacher allows extra time for processing visuals, verbal cues, and gestures when. introducing unfamiliar topics. Responds to student requests for clarification, repetition, and rephrasing. Provides grade-level, grade-appropriate writing tasks. Follow any student Individualized Educational Plan (IEP), IAP, and any appropriate accommodation for individual student ELPS level.
.PDF, 3 Pages
Quiroz, David, "Lesson Plan, U.S. History, 10th and 11th Grade" (2020). Spring Workshop May 2020. 33.