(el Movimiento de la Eugenesia y Inmigración D2)

Grade 12- 90 minutes

By: Ava De Jonge
Date: December 13, 2020
Context for Learning – Attention to students’ backgrounds, interests, and needs
Through each 90-minute class this semester, we will investigate experiences throughout history of those who speak
Spanish to better understand the current experience of immigrants and Spanish speakers in our own community.

Lesson Rationale
This lesson will allow learners to investigate and use critical thinking skills to connect historical events in regard to
reproductive rights with an emphasis on immigration to present events with similar themes.

Content Standard(s)
Standard: Connections
Learning Objectives: Connecting with other disciplines and acquire information and diverse perspective in
order to use the language to function in academic and career-related situations

Standard: Communication
Learning Objective: Communicate effectively in more than on language in order to function in a variety of
situations and for multiple purposes

Formative/Summative Assessment (Process)

Title and description of assessment activity: Formative Assessments: 1. Timeline, constructing series of events
of the Latino, a, x experience 2. Flyer, describing to individuals what is happening in current day to those
migrating here Summative Assessment on day 3: IPA
Evaluative criteria: standards based - ACTFL
What the assessment is designed to assess (tie to learning objective): Students will be able to analyze the
experience of Latinos/as/x in relevant years (1970s to current) in regards to immigration and reproductive
rights.
Feedback to students: whether they met the criteria or not, this is a time for mistake and practice but also
active discussion without judgement

(Important Spanish Vocabulary)

la esterilización
los derechos reproductivos
involuntariamente
la línea de tiempo

Materials

- Content information – translated

- Vocabulary sheet with images
- Materials from day prior to create gallery walk
- Guiding questions
- https://www.timetoast.com/

Instructional Strategies and Learning Tasks to Support Learning

Time & Materials Learning Activities (Procedure) Purpose (Objective)
Orientation/Engagement/Motivation/Hook
1:00 – 1:05 Gallery walk – the information discussed from D1, Revisiting ideas to spiral into
gather information for timeline todays discussion
1:05 – 1:15 Check for understanding – talking in pods, see if any Gauging the status of
students have any questions, formulate timeline in pods understanding of the students
from the prior day to make sure
we are all ready to move forward
Content – Choose all that apply (Can repeat and add rows): Presentation/Explicit Instruction, Structured
Practice/Exploration, Guided Practice/Feedback, Independent Practice/ Application, Formative Assessment,
1:15 – 1:45 I – watch the video clip from No Más Bebes as a class This is a student based
M – questions to discuss within pods: investigation regarding the
¿Crees que el lenguaje afectó la esterilización en CA? eugenics movement, by doing so,
 (el Movimiento de la Eugenesia y Inmigración D2)
Grade 12- 90 minutes
By: Ava De Jonge
Date: December 13, 2020
¿Que similitudes y diferencias ve entre la esterilización students will be able to further
en California a los eventos que discutimos ayer? develop their critical thinking
¿Como te sentirías si estuviesen en su situación? skills as well as their media
A – within the pods, investigate the other resources at literacy to better understand
hand to further investigate the experiences of Latinas events in the past.
and Latinos in California
G – In a group discussion, we will talk about what we
have found in regard to our investigations to formulate a
hypothesis of why the events in California took place

1:45 – 1:50 Brain Break – (go on phone or move around like yoga)
1:50 – 2:20 Use 5e’s to introduce/investigate the current experience
of Latinos/as/x in the United States
This allows students to take a
mental break to continue on for
the last half of the lesson

Engagement – ask questions regarding what they

already know about today’s events such as the detention
centers and immigration policies that have been
explained in the news

Exploration – allow students to investigate the

resources at hand regarding current immigration and
reproductive rights, individually, to develop critical
thinking skills

Explanation – students will form their own hypothesis

regarding the ideas they have solidified from the
exploration

Extension/ Evaluation – students will create a brief

flyer that they would hand to a latino/a/x regarding the
information they discovered to inform individuals of
what is happening – canva, regular paper, presentation,
word doc, etc.

Closure
2:20 – 2:30 Complete and quick share out specific dates from This is a quick way to gauge their
timeline (which ever date the group chooses to be the understanding from the past two
most influential in their investigation of this topic) days but also allow the students to
create a resource in connection to
this topic
Extension/Lesson Builder
D3 IPA – Integrative Performance Assessment To gauge the learning (critical
thinking skills, media literacy,
etc.) that occurred during the past
two days while demonstrating L2

Modifications, Management, and/or Safety Issues

Issue: No issues at hand
Modification: No modifications necessary

Content Information (Resources)

http://www.nomasbebesmovie.com/
https://www.npr.org/2020/09/18/914465793/ice-a-whistleblower-and-forced-sterilization
 (el Movimiento de la Eugenesia y Inmigración D2)
Grade 12- 90 minutes
By: Ava De Jonge
Date: December 13, 2020
https://www.nytimes.com/2020/09/29/us/ice-hysterectomies-surgeries-georgia.html
https://www.vice.com/en_us/article/gy339b/california-forced-sterilizations-latina-women-history