Learning Goals
Students will be able to formulate a focused question about a Hispanic or Latino/Latina activism story that can be investigated using texts, images, and a Problem → Action → Change organizer.
Students will be able to collect and document relevant details, main ideas, and domain-specific vocabulary from at least two sources about a Hispanic or Latino/Latina activism story.
Students will be able to analyze and compare how communities responded to problems involving farmworkers’ rights, environmental protection, school segregation, or Chicano Park.
Students will be able to justify a conclusion about how Hispanic and Latino/Latina people worked together to make a community more fair, safe, or welcoming.
Students will be able to write, revise, and edit an informational explanation that organizes evidence through Problem → Action → Change and answers the essential question.
Students will be able to collaborate with classmates and the school art teacher to communicate evidence about activism through a Chicano Park–inspired pillar mural and gallery presentation.
Products
Activism Investigation Notebook and Informational Report
Each student investigates one teacher-provided question about workers’ rights, environmental activism, educational equity, or Chicano Park using a structured Problem → Action → Change method and at least two sources. The notebook includes question development, source notes, a simple evidence comparison, analysis, limitations, a mural sketch, and a revised informational report.
Chicano Park–Inspired Pillar Mural and Evidence Presentation
Teams synthesize every member’s investigation into a wooden-pillar mural and a brief gallery presentation developed with the school art teacher for families, parents, and teachers. The presentation explains the team’s method, visualizes Problem → Action → Change findings, cites evidence, addresses conflicting findings or gaps, justifies artistic choices, and identifies a question to investigate next.
No rubric has been generated yet.