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How does History celebrate violent versus peaceful contact?

Intro: Sweet Potatoes across the Sea

Sources: News Articles on Genetics and Linguistics of Food

Gallery Walk: Food and cultural items that have made their way across the Pacific, not the Atlantic with a Graphic Organizer

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Colonization as related to Religion and Identity

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Colonization as related to Religion and Identity

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-- Have students create stories about their heritage, or oral histories (written story, podcast, comic strip, padlet, video, poster, or other creative ideas)

-- (Near end of unit) Projection of character development: where does our character's personal identification land.

-- Socratic Seminar: similarities and differences between first nations peoples between the North American Countries

-- SCAVENGER HUNT/GALLERY WALK
Discover informational texts on treatment of indigenous peoples. This discovery process starts as a scavenger hunt to talk about the different treatments of peoples throughout modern-countries in the Americas. Then we pick a single article for each person to use and demonstrate in a gallery walk.

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Map of Indigenous Nations of the Americas, pre-contact

Catholicism + Colonization Primary Sources

The Curandero: News Stories on the Life of Don Pedrito Jaramillo (https://maysweb.tamu.edu/sage/wp-content/uploads/sites/16/2018/08/Don-Pedrito-Jaramillo-folk-healer-291.pdf)

Intro: Video on "Mexican Witchcraft" and the synthesis of Catholicism and Indigenous Spiritual Practices
Jigsaw: Reading different primary news sources on Jaramillo's Life
Presentations, Primary Question: What aspect of the news sources you read was influenced by outside, or non-indigenous, factors?

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- Stanford Prison Experiment
- What role does Religion play in mental health?
- Phrenology

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- Only Daughter
- Lord of the Flies
- House on Mango Street

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Standard: Responding—Anchor Standard 7: Perceive and Analyze Artistic Work: "Individual aesthetic and empathetic awareness developed through engagement with art can lead to
understanding and appreciation of self, others, the natural world, and constructed environments."

****Identifying Bias ****
1. Direct instruction on what bias is and how to recognize your own. (identifying your own identity groups: SEL community building type deal, then seeing what bias is, then seeing what your own bias is and how you can work to deconstruct your bias and do better in the future)
2. Gallery walk of Spanish Catholic art of the "New World" verses indigenous art of the same process or the aftermath (there would be a reflection on this)
3. Create a piece that shows what they noticed as the important parts of the book. (they would have finished the book and think about what the main message is using scenes from the book. They would have to illustrate all of this and it will show what they view as significant and how they see the people and places in the book).
4. Gallery walk and reflect on what they saw people noticed from the book that they put in their art, and what they did not put. Full class debrief)

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Standards: 2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.

4. Students relate current events to the physical and human characteristics of places and regions.