Matthew Kelly, Spanish, Independence High School
Implementing Common Core Standards (PDF)
Keywords: SPANISH LANGUAGE, INTERPERSONAL COMMUNICATION, U.S. HISTORY, IMMIGRATION, DIGITAL LITERACY, DIGITAL MAPS
200-word synopsis:
Students will interview Spanish speaking peers and community members about their experience as Charlotteans. Interviews will address topics covered in the introductory portion of the unit. Going beyond push and pull factors and migration narratives, I also want students to probe for insight into the coalescence of Spanish speaking communities. What are the important institutions or practices that bind an immigrant community together? What are the places people gather where a sense of community is created and reinforced? Students will compare the anecdotal evidence drawn from interviews with the information given in the background lessons. Students will use census data to map out the concentration of their own ethnicity or ethnicities in their own neighborhood. They will then identify important community institutions in their own lives and will map these as well. Students will then interview Spanish speaking student volunteers to compose a brief oral history of their volunteers and then map out their volunteers’ neighborhoods, showing where they live, shop, recreate, worship and work. Students will also use census data to map out their volunteers’ neighborhoods by language use and national origin.
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