Strand
History, Social Studies, Political Studies, Cultural Studies
Objectives
Students will endeavor to understand the political status of Puerto Rico by researching the island’s cultural, historical, and political history. Students will apply what they have learned by participating in a class debate.
Historical Perspective
The question of Puerto Rican ownership began some 400 years ago, when Spain claimed the island, known as Boriquen, as its colony. Until 1898, Puerto Rico was governed by Spain, but suffered frequent attacks from other European nations seeking control over the island. During this long and unstable time, native Puerto Ricans fought for their rights and independence. Their struggles ended with Spain in the Spanish-American War only to continue with the United States. By an act of conquest, Puerto Rico became a permanent part of the United States in 1898.
The search for equal rights, citizenship, and independence shifted from one country to another. In 1917, the Jones Act granted U.S. citizenship to Puerto Ricans. This did not, however, change the status of the island, which did not receive the same benefits as the other fifty states. The Jones Act ushered in a prolonged period of bitter and often violent conflict between the U.S. government and residents of Puerto Rico (as well as Puerto Ricans living in the U.S. mainland) that still exists today.
Pacing
Two class periods
Materials
Expository Writing
Students have the opportunity to write a Persuasive Essay (see Extension below).
Key Questions
- Should Puerto Rico become the 51st state or remain a free associated state?
- Is there a third option?
- What are the advantages and disadvantages of each point of view?
Latino American Experience Research
Students will research the political history of Puerto Rico, as well as its current political situation. Have students focus their attention on the key questions and encourage them to use the provided links on the student activity sheet. Students should use the organizers suggested above to take notes for their debate. Students should have clear and detailed arguments for both sides of the debate regardless of what position they will take during the class activity.
Juan Sánchez
Document-based Questions
Key questions students should answer are:
- What images or symbols do you observe?
- What do they represent? How are they used?
- What might this work of art say about Puerto Rican national identity?
- What might the work say about the present status of Puerto Rico?
- What is the tone of the work?
Directions
Distribute the Student Activity Sheet or have students access it via the Classroom Resources site. Have students keep the following topics in mind as they conduct their research:
- Los Tainos
- Boricua History
- Gritos de Lares
- Treaty of Paris
- Jones Act
- Luis Muñoz Marín
- Popular Democratic Party
- Vieques
- Operation Bootstrap
Tell students to use the graphic organizer to take notes. Divide the class into two groups, assigning each student a point of view to defend in the class debate. Encourage students to share their research on the topic among the group members. Remind the students that they will be evaluated on their preparation, as well as their involvement on the team once the debate begins.
Assessment
Use the
Generic Writing
and
General Performance
rubrics to assess students’ work. Have students reflect on their performance and use the list of expectations to judge how well they met the criteria.
Extension
Have each student use The Latino American Experience to write a research paper on the information gathered for the class debate.
(May be copied for classroom use.)