The yo-yo maraca is a Puerto Rican novelty that unites both a spinning top and a musical instrume
Puerto Rico
Grade Range: 5-8
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted:
10/13/2016
This historical investigation is aligned with the C3 Framework and is from C3teachers.org.
This inquiry examines the historical and contemporary factors surrounding the debate over Puerto Rico’s statehood. The compelling question “Should Puerto Rico be a state?” provides students with an opportunity to participate in the debate by focusing on national and cultural identities and the economic arguments for and against Puerto Rico’s statehood. The inquiry embeds Taking Informed Action throughout the Staging the Compelling Question and formative performance tasks and culminates in students taking part in an informed debate.
National Standards
United States History Standards (Grades 5-12)
Historical Thinking Standards (Grades 5-12)
Common Core State Standards (Grades K-12)
CCR Anchor Standards for Writing
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
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.9 (Research to Build and Present Knowledge): Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCR Anchor Standards for Speaking and Listening
CCSS.ELA-Literacy.CCRA.SL.1 (Comprehension and Collaboration): Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.2 (Comprehension and Collaboration): Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.4 (Presentation of Knowledge and Ideas): Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.2 (Comprehension and Collaboration): Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.4 (Presentation of Knowledge and Ideas): Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Common Core State Standards (Grades 6-8)
Literacy in History/Social Studies (Grades 6-8)
CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.9 (Integration of Knowledge and Ideas): Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-Literacy.RH.6-8.9 (Integration of Knowledge and Ideas): Analyze the relationship between a primary and secondary source on the same topic.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)
2: Applying Disciplinary Tools and Concepts
D2.His.3.6-8. (History): Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His.4.6-8. (History): Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.His.5.6-8. (History): Explain how and why perspectives of people have changed over time.
D2.His.12.6-8. (History): Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
D2.His.14.6-8. (History): Explain multiple causes and effects of events and developments in the past.
D2.His.4.6-8. (History): Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.His.5.6-8. (History): Explain how and why perspectives of people have changed over time.
D2.His.12.6-8. (History): Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
D2.His.14.6-8. (History): Explain multiple causes and effects of events and developments in the past.
3: Evaluating Sources and Using Evidence
D3.1.6-8. (Gathering and Evaluating Sources): Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
D3.3.6-8. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D3.4.6-8. (Developing Claims and Using Evidence): Develop claims and counterclaims while pointing out the strengths and limitations of both.
D3.3.6-8. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D3.4.6-8. (Developing Claims and Using Evidence): Develop claims and counterclaims while pointing out the strengths and limitations of both.
4: Communicating Conclusions and Taking Informed Action
D4.1.6-8. (Communicating and Critiquing Conclusions): Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
D4.2.6-8. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.3.6-8. (Communicating and Critiquing Conclusions): Present adaptations of arguments and explanations on topics of interest to others to reach 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).
D4.4.6-8. (Communicating and Critiquing Conclusions): Critique arguments for credibility.
D4.2.6-8. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.3.6-8. (Communicating and Critiquing Conclusions): Present adaptations of arguments and explanations on topics of interest to others to reach 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).
D4.4.6-8. (Communicating and Critiquing Conclusions): Critique arguments for credibility.
