Educ 450 Interdisciplinary Assignment

Connection: The
Mexican Revolution
and the Chicanx
Movement
Lauren F, Julius Y, Ryan B,
Stephen W
Introduction
https://www.youtube.com/watch?v=J1i812-LMRE 12:07
We will explore the connection between the Mexican Revolution of the
early 20th century with the Chicano movement of the 1950s in which
Mexican-Americans received legal equality. The connection between
these two movements can be shown through History, Art, and Spanish
and English literature. These two movements had a large impact on the
Mexican population, as well as the Mexican-American population. They
produced fascinating History, beautiful Art, and exquisite literature in both
Spanish and English languages.
Inquiry Questions
1. In what ways did the Mexican Revolution in Mexico impact the

Chicanx Movement in the US?
2. What are the roles of art and literature in shaping those movements?
History
Standards:
1.3.A. Evaluate continuity and change over the course of world history.
1.3.G. Describe and analyze the historical development and impact of the arts and literature on the cultures of the
world.
Learning Targets:
I can understand the major events of the Mexican Revolution and the Chicano movement.
I will be able to explain how the events of the Mexican Revolution impacted and connect to the Chicano
movement.
I can connect the motivations between the Mexican Revolution and the Chicano movement.
Big Ideas/ Essential Understandings:
Mexico’s current constitution came out of the Mexican Revolution.
Mexico became a democratic republic because of the Mexican Revolution.
The Chicano movement resulted in the desegregation of Latinos as well as protection from the 14th Amendment
for Latinos.
Possible Misconceptions:
The Mexican Revolution was a united effort.
The Chicano movement was dependent on the Civil Rights Movement.
History
Formative Assessment 1 (Individual, Explain):
Students will research the key people and events in both the Mexican Revolution and the
Chicano Movement. With their research, students will write one paragraph that will
compare the motivations, accomplishments, and results of both movements.
Formative Assessment 2 (Group, Interpret):
Students, in a group of 2-4, will create two timelines, one depicted key events in the
Mexican Revolution, and one depicting key events in the Chicano Movement. These
timelines will be on a posterboard or online, and students will write a description of each
event on their timelines. The timelines will act as a physical comparison between the
Mexican Revolution and Chicano Movement, highlighting the connection between the two
movements.
Evidence Outcomes:
Students will show their learning with a paragraph that displays accurate information,
historical comparison, and effective research.
Students will show their learning with two timelines that display important events, an
accurate description of those events, and historical comparison between the two
movements.
English
Standards:
2.5 Understand how language functions in different contexts, command a variety of word-learning strategies to assist
comprehension, and make effective choices for meaning or style when writing and speaking
3.9 Demonstrate mastery of their own writing process with clear, coherent, and error-free polished products
Learning Targets:
1. I will be able to read a piece of literature with a critical and analytical lens, in such a way, that connections can
be made between the work itself and the society/time period for which it was written
2. I will able to replicate reflective, thematic writing mimicked in our mentor text in a creative medium for which I
feel most connect with
3. Students will understand how social movements throughout history can influence the literature of that time
4. Students will understand how to apply
- If one is not Chicanx/Mexican, reading such works is not important for one to do
- That the experiential writings of one individual are applicable to all
English
Formative Assessment 1:
Read the provided excerpt of “I am Joaquin” and, using 500-800 words, explain what connections
you are seeing between the Chicanx Movement to that of the early 20th C Mexican Revolution
Facets of Understanding
● Apply, Explain, Interpret
Formative Assessment 2:
Connecting back to the theme of seeking identity in “I am Joaquin,” in a creative literary format of
your choosing (essay, poem, short story, etc.), replicate such idea/concept using your own
personal identities
Facets of Understanding
● Self-Knowledge, Emphasize, Perspective
Evidence Outcomes:
Students will show their learning with a short essay that, with minimal grammatical/punctuation
errors, identifies connections between two historical periods
Students will show their learning by producing an original work of literature, the medium for which
is their own choice, that is reflective of their own personal identities that builds upon the mentor
text, “I am Joaquin”
Art
Standards
- 1.1 Utilize the inquiry method of observation and the language of visual art and design to gather information and
determine meaning.
- 2.1 Use criteria and personal discernment to evaluate works of art and design, taking into consideration the
variables that influence how the work is perceived.
- 3.3 Articulate and demonstrate that the making and study of art and design can be approached from a variety of
perspectives.
- 4.1 Research and analyze the ways visual artists, designers and scholars express personal views and beliefs and
how these perspectives have a social context that enlarges the meaning of an artwork beyond the individual maker.
Learning Targets
1. I will research and make connections between the artists of Mexican Mural Movement and the Chicanx Art
Movement
2. I will reflect on the intricacies of personal and communal identities and explore how they can be portrayed visually
Big Ideas/ Essential Understandings
- Students will understand the impact of art on social movements through time
- Students will be able to create a visual representation of personal identity
Possible Misconceptions
- If I’m not of Mexican or Chicanx decent, this doesn’t apply to me
- Artistic styles and movements stay stagnant in their own time period
- You can only be influenced by artists that create about the same topics you do
Art
Formative Assessment 1: Art history based- students pick an artist from a list of Mexican Revolutionary and
Chicanx movement artists. They research, make a presentation, and explain how their artist either impacted the
artists of the Chicanx movement or how the artist was impacted my Mexican Revolutionary artists
- Facets of Understanding: Perspective, empathy, interpretation
Formative Assessment 2: Students will look at their own personal identities and/or groups they identify with and
craft a visual language for it. They may take inspiration throughout history, prospective futures, or from famous
artists or artistic styles that speak to them.
- Facets of Understanding: Interpretation, application, self-knowledge
Evidence Outcome: Students will leave with a fundamental understanding of the link between collective identity
and visual art. They can take pride in having created a deeply personal and unique artwork that can be included in
future portfolios.
Spanish
Standards:
1.2 Understand the main idea and some pieces of information from simple sentences within texts that are spoken, written or signed on familiar topics
(interpretive mode).
1.3 Communicate information, make presentations and express thoughts about familiar topics, using simple sentences through spoken, written, or
signed language (presentational mode).
2.1 Investigate and compare practices to help understand perspectives in the target cultures and the student’s own.
Learning Targets:
I can read, listen to, and understand the story in a corrido song from the méxican revolution
I will be able to explain why the genre corrido became popular during the revolution and how it is different today
I will be able to explain why theatre became popular in the Chicano movement
I can connect the stories of corrido to the stories in plays
Corridos tell someone’s story or the story of a town
Corridos became important during the revolution because they told the story of people who fought for their rights
Theatre became important during the Chicano movement because it gave people a voice and a chance to speak out about the oppression they were
facing
Corrido only talks about narcos
The Chicano movement was only in California
Spanish
Formative Assessment 1 (partner, explain):
Students will choose a corrido song from the méxican revolution and explain the story that
is happening in it on Padlet with an AI generated image and a written summary. They can
also mention a more modern corrido and how the genre has evolved over time.
Formative Assessment 2 (four people, explain):
Students will choose a play from the Chicano movement and do a presentation, a video, or
a podcast. They will explain how these plays originated, tell what the play is about, and
discuss its connection to the méxican revolution.
Evidence Outcomes:
Students will be able to write a Padlet post that is at least 100 words long but less than
200 words long to describe the relationship between corrido and the méxican revolution.
Students will work on their presentational skills by explaining the content they learned
about theatre in the Chicano movement in a 5 minute presentation, video, or podcast.
Summative Assessment Description
The students will be excused from a class period to partake in an

educational fair.
Using formative assessments from all content areas, they will be put in
groups with underclassmen who they will teach about the Mexican
Revolution, the Chicanx Movement, and the connections and intricacies
between them.
Summative Assessment Rubric
Linked here is the google doc with the summative assessment rubric

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Connection: The

1. In what ways did the Mexican Revolution in Mexico impact the

The students will be excused from a class period to partake in an

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