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Puerto Rican Statehood Debate 9 th Grade Hartford Social Studies

Puerto Rican Statehood Debate 9 th Grade Hartford Social Studies. By Alexander Loy; Kyle Loder. Should Puerto Rico be made a state within the United States of America?. The Connecticut Framework K-12 Curricular Goals And Standards (Social Studies).

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Puerto Rican Statehood Debate 9 th Grade Hartford Social Studies

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  1. Puerto Rican Statehood Debate9th Grade Hartford Social Studies By Alexander Loy; Kyle Loder Should Puerto Rico be made a state within the United States of America?

  2. The Connecticut Framework K-12 Curricular Goals And Standards(Social Studies) • formulate historical questions and hypotheses from multiple perspectives, using multiple sources • Identify various parties and analyze their interest in conflicts from selected historical periods • identify and analyze the various domestic, political, economic and social interests which play roles in the development of foreign policy

  3. Learning Objectives of the 5-Day Curriculum • Students will learn the historical context of Puerto Rico’s relationship with the United States of America, and its current political status. • Students will hone interpersonal intelligence by collaborating with their peers. • Students will learn to think critically about their personal viewpoints, their assessment of opposing arguments, and how to defend their own positions. • Students will develop the research skills necessary to produce an informed argument.

  4. Bloom’s Taxonomy

  5. Day One: Briefing and Background • Guest Speaker: Louis Figueroa, Professor of History at Trinity College. Lecture on history of Puerto Rico. • Initial Response • Explain Structure of Unit

  6. Day Two: Grouping • Random Grouping • Heterogeneous groups • Detracking • Cooperative Learning • Pro Statehood, Continuation as Territory, Judge Panel • Begin Research in Computer Lab

  7. Day Three: Research • Youtube Clip: Puerto Rico Referendum (background of statehood debate.) • http://www.youtube.com/watch?v=f2LoMnrLKFY • Continue group research

  8. Day Four: Judge Integration • Judges present questions to the class • 2 to each group, to introduce additional arguments and viewpoints • Students compile their research and prepare for debate

  9. Day Five: Debate • Instructor Moderator. Judges prompt both sides with prepared questions. • Pro Statehood first, followed by Continuation as Territory

  10. Evaluation • Participation (cooperative learning) • Engagement in research (critical thinking) • Preparedness for debate (knowledge of historical context; formulation of arguments) • Quality of oral presentation during debate (interpersonal intelligence; communication) • *Peer review (accountability)

  11. Resources • Louis Figueroa, Associate Professor of History at Trinity College • School Computer Lab • Youtube video: Puerto Rico Referendum Approves U.S. Statehood for 1st Time, But Results Show Divided Views • Overhead projector, or shown individually in computer lab • Newspapers (online search: Puerto Rico Statehood; Annex Puerto Rico, Puerto Rico) • The Hartford Courant • The New York Times • The Boston Herald • Washington Post • Websites • CNN Politics: http://www.cnn.com/2012/12/05/politics/puerto-rico-statehood • Puerto Rico Democracy Act of 2010: http://www.govtrack.us/congress/bills/111/hr2499#overview • Constitution of Puerto Rico: http://www.topuertorico.org/constitu.shtml

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