The yo-yo maraca is a Puerto Rican novelty that unites both a spinning top and a musical instrume
Grade Range: 5-8
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/13/2016
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.
United States History Standards (Grades 5-12)
Historical Thinking Standards (Grades 5-12)
Common Core State Standards (Grades K-12)
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.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)
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)
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.
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.
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.