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Lesson Plan
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\n\"My\n\n
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\nCurated OER\n
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\nMy Family and Our Nationality \n

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\nAfter completing the activities included here, your beginning foreign language speakers will be able to name family members, identify a family's place of origin, and write short sentences about family members. They start by listening to...\n
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\n\"International\n\n
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\nCurated OER\n
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\nInternational Festival - Masks\n

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\nStudents study the influence masks had on Hispanic society. After investigating uses of masks in various cultures, they create masks that relate to their own experiences. In groups they create an Hispanic mask and a mask representing...\n
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\n\"Cuban\n\n
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\nCurated OER\n
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\nCuban Americans: Exiles from an Island Home\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents define the terms Hispanic and Latino and explain why most immigrants from Central and South America and teh Caribbean prefer one over the other. They define cultural identity, acculturation, and assimilation. Students explain...\n
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Website
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\n\"Latino\n\n
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\nPBS\n
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\nLatino Americans: Timeline of Important Dates\n

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\n\nFor Students\n\n4th - 12th\n\nStandards\n
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\nFrom 1500-2000, an interactive timeline details important events related to Latino Americans. Next, to each date are small, yet informative blurbs—some of which include videos. \n
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\n\"Teach\n\n
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\nAcademy of American Poets\n
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\nTeach This Poem: \"In a Neighborhood in Los Angeles\" by Francisco X. Alarcón\n

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\n\nFor Teachers\n\nK - 12th\n\nStandards\n
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\nAfter sketching an essential person and reading an article, scholars read the poem \"In a Neighborhood in Los Angeles\" by Francisco X. Alarcón. They listen to the poem in English and Spanish and record lines that stand out to them. Small...\n
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Instructional Video4:20
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\n\"Bernardo\n\n
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\nBernardo Vega\n

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\n\nFor Students\n\n4th - 12th\n
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\nAfter the Spanish-American War, Puerto Ricans were granted access to the United State of America. Follow along as a video shares the life experience of Bernardo Vega. With hopes to create a better life, Vega ventured to New York City...\n
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Instructional Video1:21
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\n\"On\n\n
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\nC-SPAN\n
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\nOn This Day: National Hispanic Heritage Month\n

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\n\nFor Students\n\n7th - Higher Ed\n\nStandards\n
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\nFrom the rights of farm workers to food and culture, Hispanics have an indelible imprint on American culture. Using a curated set of videos, young scholars consider the rich heritage of Hispanic American history. Videos profile famous...\n
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\n\"What's\n\n
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\nPBS\n
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\nWhat's In a Name?\n

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\n\nFor Teachers\n\n4th - 8th\n\nStandards\n
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\nWhat is in a name? Eager historians trace the geographical history of places in the United States with Spanish names. Using a worksheet activity, clues, and web research developed in conjunction with the PBS \"Latinos in America\" series,...\n
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\n\"Hispanic\n\n
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\nUS House of Representatives\n
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\nHispanic Congressional Representation in the Era of U.S. Continental Expansion, 1822–1898\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nFrom the Louisiana Purchase to the Spanish-American War, the history of the United States is intertwined with the story of Hispanic Americans. Using an article about Hispanics in Congress during the 1800s, learners research their lives...\n
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\n\"Hispanic\n\n
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\nUS House of Representatives\n
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\nHispanic Americans in Congress During the Age of U.S. Colonialism and Global Expansion, 1898–1945\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nTo be Puerto Rican, in the words of one politician, is to be \"foreign in a domestic sense.\" Young historians consider the American role in colonialism and its impacts on Hispanic Americans through the first part of the twentieth century...\n
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\n\"Teach\n\n
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\nAcademy of American Poets\n
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\nTeach This Poem: \"We All Return to the Place Where We Were Born\" by Oscar Gonzales\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nWhat do you remember about your childhood home? Scholars listen to Oscar Gonzales reading his poem \"We All Return to the Place Where We Were Born\" in Spanish and English, then discuss what they learned about Gonzales.\n
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\n\"Thanksgiving\n\n
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\nAcademy of American Poets\n
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\nThanksgiving with Richard Blanco's \"América\"\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nTraditions, like the times, are a-changin'. Middle schoolers conduct a close reading of Richard Blanco's poem \"América\" and consider how Blanco's family approached his suggestions for adopting a new approach to their Thanksgiving meal.\n
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Instructional Video1:41
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\n\"Hispanic\n\n
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\nHispanic Heritage Month | All About the Holidays\n

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\n\nFor Students\n\nK - 4th\n
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\nSeptember 15th begins Hispanic Heritage Month—and presents a great opportunity to learn more about influential members of the Hispanic community! Use a short video to introduce the celebratory month to your class members.\n
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\n\"Latino/Hispanic\n\n
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\nTeaching for Change\n
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\nLatino/Hispanic Heritage Resource Packet\n

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\nHere's a must-have resource for Latino/Hispanic heritage month, September 15 through October 15. The 18-page packet includes suggestions to guide your planning, quizzes to test knowledge of heritage facts and immigration myths, and...\n
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Instructional Video7:17
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\n\"New\n\n
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\nNew Mexico and Las Gorras Blancas\n

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\n\nFor Students\n\n4th - 12th\n
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\nFence cutters, lost land, and cattle ranchers. The video explains the plight of Hispanic Americans when New Mexico became a state. The video also shows young historians why New Mexico's statehood was less violent than that of Texas.\n
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\n\"Understanding\n\n
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\nAnti-Defamation League\n
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\nUnderstanding and Analyzing “The U.S. of Us” by Richard Blanco\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nCurrent immigration issues and the rhetoric surrounding the controversies come into focus with a lesson that uses Richard Blanco's anthem, \"The U.S. of Us,\" written after the August 2019 attack in El Paso, Texas, to open a discussion of...\n
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\n\"Teach\n\n
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\nAcademy of American Poets\n
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\nTeach This Poem: \"The Snowfall Is So Silent\" by Miguel de Unamuno\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nCold, beautiful, unique! Class members closely examine John Singer Sargent's watercolor \"Snow,\" taking note of the artist's techniques, and pair up to discuss how the image makes them feel about snow. They then repeat the process with...\n
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\n\"Teach\n\n
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\nAcademy of American Poets\n
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\nTeach This Poem: \"When There Were Ghosts\" by Alberto Ríos\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nBefore cell phones, tablets, and computers with access to YouTube, before gleaming multiplexes and even before television, there were small theaters with Saturday night black and white movies. Alberto Ríos's poem \"When There Were Ghosts\"...\n
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Interactive
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\n\"Latino\n\n
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\nPBS\n
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\nLatino Americans Share Their Experiences\n

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\n\nFor Students\n\n6th - 9th\n\nStandards\n
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\nThree Latino Americans are the focus of an interactive that spotlights their accomplishments. Scholars get to know Lin-Manuel Miranda, Judy Reyes, and José Hernández through short informative text and videos. Participants read, take...\n
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\n\"Extranjeros\n\n
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\nExtranjeros and Expansion\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nA three-part lesson gives light to the Unites States expansion from the view of Texans, New Mexicans, and Californians. Through videos and written activities, scholars work collaboratively to research specific individuals and their...\n
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Instructional Video14:41
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\n\"Journey\n\n
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\nJourney from Mexico\n

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\nAn interview with Victor Villaseñor details his family's journey from Jalisco, Mexico to El Paso, Texas. Brought on by the Mexican Revolution, Victor and his family decided to make a new home in the United States of America. The path to...\n
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Instructional Video10:19
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\n\"Deportations\n\n
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\nDeportations\n

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\nA video details the life of the Castañeda family starting in Los Angelas in the 1920s. Daughter, Emilia, tells her story of how her family was deported during the Great Depression and her struggles to return the United States of...\n
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Instructional Video16:20
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\n\"The\n\n
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\nThe Farm Worker Movement\n

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\nAn impactful video details the work of Cesar Chavez and Dolores Huerta in creating the United Farmworkers. In the 1960s farm workers of California stood together to better their working conditions. Making their way to Sacramento,...\n
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Instructional Video21:42
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\n\"Voter\n\n
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\nVoter Mobilization in Texas\n

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\n\nFor Students\n\n4th - 12th\n
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\nHenry B. Gonzalez, José Luis Guttierez, and Willie Velasquez are the focus of a video that spotlights the contributions the three individuals made for the Chicano population. Actual footage alongside passionate interviews from family...\n
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