Creating Landmarks
Students will explore the historic processes in which landmarks have been created by analyzing various primary source documents. Students will then use their analysis findings to discuss in small groups and come up with their own definition of what makes a significant event or place worthy of being marked. Finally students will engage in a short research activity using digital archives to make their mark on Azusa, the San Gabriel Valley, and LA county.
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Lesson: What can historical markers tell us about what is important in the San Gabriel Valley (SGV) and in the Greater Los Angeles area?
Content Standards
11.8.2 Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
11.10.2 Examine the key events, policies, and court cases in the evolution of civil rights…
11.6.6 Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.
*Note : This lesson is utilizing 11th grade US history content standards for a Chicano/Latino Studies course*
CCSS Standards
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-LITERACY.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
The Lost LA Curriculum project is a collaboration among PBS SoCal, USC Libraries, the UCLA History-Geography Project and the Huntington-USC Institute on California and the West.
