Immokalee Statue of Liberty, by Kat Rodriguez, 2000
Becoming US
Grade Range: 8-12
Resource Type(s): Primary Sources, Lessons & Activities, Worksheets
Date Posted:
2/7/2020
Becoming US is a new educational resource for high school teachers and students to learn immigration and migration history in a more accurate and inclusive way. The people of North America came from many cultures and spoke different languages long before the founding of the United States, even before European contact. At the center of Becoming US is the understanding that some people were already in the land that is today the United States, some people were brought against their will, some people came voluntarily, and some people never moved but became part of the United States as its border expanded to include them. Cover five units with your students: Borderlands, Education, Policy, Belonging, and Resistance.
National Standards
Common Core State Standards (Grades K-12)
CCR Anchor Standards for Writing
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.7 (Research to Build and Present Knowledge): Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.9 (Research to Build and Present Knowledge): Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.7 (Research to Build and Present Knowledge): Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.9 (Research to Build and Present Knowledge): Draw evidence from literary or informational texts to support analysis, reflection, and research.
Common Core State Standards (Grades 11-12)
Literacy in History/Social Studies (Grades 11-12)
CCSS.ELA-Literacy.RH.11-12.1 (Key Ideas and Details): Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.6 (Craft and Structure): Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7 (Integration of Knowledge and Ideas): Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9 (Integration of Knowledge and Ideas): Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.6 (Craft and Structure): Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7 (Integration of Knowledge and Ideas): Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9 (Integration of Knowledge and Ideas): Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 9-12)
2: Applying Disciplinary Tools and Concepts
D2.Civ.1.9-12. (Civics): Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
D2.Civ.5.9-12. (Civics): Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
D2.Civ.14.9-12. (Civics): Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
D2.His.1.9-12. (History): Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.2.9-12. (History): Analyze change and continuity in historical eras.
D2.His.5.9-12. (History): Analyze how historical contexts shaped and continue to shape people's perspectives.
D2.His.7.9-12. (History): Explain how the perspectives of people in the present shape interpretations of the past.
D2.His.16.9-12. (History): Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
D2.Civ.5.9-12. (Civics): Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
D2.Civ.14.9-12. (Civics): Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
D2.His.1.9-12. (History): Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.2.9-12. (History): Analyze change and continuity in historical eras.
D2.His.5.9-12. (History): Analyze how historical contexts shaped and continue to shape people's perspectives.
D2.His.7.9-12. (History): Explain how the perspectives of people in the present shape interpretations of the past.
D2.His.16.9-12. (History): Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
4: Communicating Conclusions and Taking Informed Action
D4.3.9-12. (Communicating and Critiquing Conclusions): Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
D4.4.9-12. (Communicating and Critiquing Conclusions): Critique the use of claims and evidence in arguments for credibility.
D4.6.9-12. (Taking Informed Action): Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
D4.4.9-12. (Communicating and Critiquing Conclusions): Critique the use of claims and evidence in arguments for credibility.
D4.6.9-12. (Taking Informed Action): Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
