On the U.S./Mexico Border, an undocumented mother's quest to save her son relies on a troubled American Vet, building a wall out of junk, to keep her out.

Inequality

Reduced inequalities

poverty

No poverty

Cultures: Latin American – Spanish influence on Mexican music (e.g., Mexican use of traditional Spanish musical instruments)

AR.6.AH-06-2.1.1.a.1c

Varieties of immigrant motivation, ethnicities, and experiences

SOC.9-12.2.I.A.2.c

Students will research an immigrant group in their local community or nearest city in terms of where that group settled, what types of jobs they held, and what services were available to them, such as ethnic social clubs and fraternal support organizations.

SOC.4.7a.5

Students will examine the contributions of women, African Americans, Native Americans, Asian Americans, Mexican workers, and Mexican Americans to the war effort, as well as the discrimination they experienced in the military and workforce.

SOC.11.8b.3

identify why immigrant groups came to Texas and where they settled;

SOC.7.10.A

analyze the economic contributions of the Mexican American labor force;

SOC.10-12.MAS.7.D

discuss current issues related to the Mexican American labor force.

SOC.10-12.MAS.7.F

identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.

SOC.5.4.G

recognize the required employment forms and documentation such as I-9, work visa, W-4, and licensures to meet employment requirements.

ARCH.9-12.25.C

recognize required employment forms and their functions such as I-9, work visa, W-4, and licensures to meet employment requirements;

HOSP.9-10.12.E

complete required employment forms such as I-9, work visa, W-4, and licensures to meet employment requirements; and

HOSP.10-12.9.H

Risking It All

Peace justice

Peace, Justice and strong institutions

Write interpretive and responsive essays of approximately three pages to examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances

LA.10.W.2.2.c

Write interpretive and responsive essays of approximately three to five pages to examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances

LA.11.W.2.2.c

Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations, or their changes over time

READ.8.R-8-5.2

Identifying, describing, or making logical predictions about character (such as protagonist or antagonist), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, relationships, or setting over time; or identifying rising action, climax, or falling action

READ.9-10.R-10-4.1

Examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions (including relationships), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time

READ.9-10.R-10-5.2

Take A Bite From The Apple

Factories and people—immigrant patterns of settlement

SOC.9-12.3.III.A.2.a

examine changes in U.S. institutions and society resulting from industrialization, urbanization, and immigrant assimilation; and

SOC.9-12.SOC.2.C

  Patrol

Global Partnerships

Partnerships for the goals

health

Good health and well-being

Describing situational cues that cause emotions, including anger, curiosity, and anxiety

SOC.9-12.12.2

Differentiating types of mental illness, including mood, anxiety, somatoform, schizophrenic, dissociative, and personality disorders

SOC.9-12.15.3

Individuals understand the effect that stress, anxiety, and excitement can have on physical performance. People can take steps to control stress, anxiety, and excitement in their workplace.

PE.9-12.S.1.GLE.2.RA.2

Explain the causes, symptoms, and effects of stress, anxiety, sadness, and depression.

CH.6.3.1.d

Explain when it is necessary and how to seek help for mental and emotional health problems: such as depression, anxiety, self-harm and suicidal ideations, and mood, eating, and sleep disorders.

CH.8.3.1.c

Analyze internal and external causes, symptoms, and effects of depression and anxiety.

CH.HS.3.1.d

Identify and evaluate personal physiological responses to physical activity (e.g., anxiety, stress, etc.). (Level 2)

PE.9-12.PE.HS.1.2.c

Explain the causes, symptoms, and effects of anxiety and depression

HE.6.3.1.d

Explain when it is necessary to seek help for mental and emotional health problems such as depression, mood disorders, and anxiety

HE.8.3.1.c

Analyze the causes, symptoms, and effects of depression and anxiety

HE.9-12.3.1.d

Identify and evaluate personal psychological responses to physical activity (i.e., anxiety/stress, etc.)

PE.9-12.1.2.d

Identify methods to manage or overcome communication anxiety and apprehension (e.g., topic outlines, repetitive practice).

LA.4-5.4.B.2c

Develop strategies to manage or overcome communication anxiety and apprehension (e.g., sentence outlining, note cards).

LA.6-8.4.B.3c

Use strategies to manage or overcome communication anxiety and apprehension (e.g., developed outlines, notecards, practice).

LA.9-10.4.B.4c

Implement learned strategies to self-monitor communication anxiety and apprehension (e.g., relaxation and transference techniques, scripting, extemporaneous outlining, repetitive practice).

LA.11-12.4.B.5c

Rehearse presentations to overcome communication anxiety and apprehension.

LA.7-9.4B.11

LA.8-10.4B.7

Explain why sustained moderate to vigorous physical activities can reduce symptoms of depression and anxiety.

HE.8-12.23D.1

List physical and emotional reactions to stress and identify positive and negative ways of dealing with stress and anxiety.

HEAL.5.5.1.3

Explain the causes, symptoms and effects of depression, anxiety and common eating disorders.

HEAL.8.8.1.3

identify and describe common social and emotional problems (aggression, anxiety, depression)

HE.4.1.D.PL-4-PW-S-SMEH3

identify common social and emotional problems (aggression, anxiety, depression)

HE.5.1.D.PL-5-PW-S-SMEH3

identify common social and emotional problems (aggression, anxiety, depression, grief) and describe self-management and coping strategies (goal setting, refusal skills, decision making and time management) for addressing these problems

HE.6.1.D.PL-6-PW-S-SMEH3

HE.7.1.D.PL-7-PW-S-SMEH3

HE.8.1.D.PL-8-PW-S-SMEH3

HE.4.PL-4-PW-S-SMEH3

HE.5.PL-5-PW-S-SMEH3

HE.6.PL-6-PW-S-SMEH3

HE.7.PL-7-PW-S-SMEH3

HE.8.PL-8-PW-S-SMEH3

Students will describe symptoms of common social and emotional problems (aggression, anxiety, depression).

HE.4.PL-04-1.1.9

Students will explain the importance of social and emotional health and the symptoms of common social and emotional problems (aggression, anxiety, depression).

HE.5.PL-05-1.1.9

Students will explain causes, symptoms and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative), mental and emotional problems (e.g., depression, anxiety, eating disorders).

HE.6.PL-06-1.1.9

HE.7.PL-07-1.1.9

Students will explain causes, symptoms and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative) mental and emotional problems (e.g., depression, anxiety, eating disorders).

HE.8.PL-08-1.1.9

Students will compare causes, symptoms, consequences and treatments of mental and emotional problems (e.g., depression, anxiety, drug abuse, addictions, eating disorders, aggressive behaviors) for individuals and families.

HE.9-12.PL-HS-1.1.9

Students will explain how physical, emotional/mental and social benefits result from regular participation in leisure/recreational or competitive physical activities: mental/emotional benefits (e.g., reduces anxiety/stress, depression, provides better body image, improves self-discipline and self- respect)

HE.9-12.PL-HS-2.2.1.c

Compare and contrast common mental illnesses (such as depression, anxiety and panic disorders, and phobias) and ways to detect and treat them.

HPE.5-6.2.1.6.C.3

HPE.2.1.6.C.3

Opioid abuse is linked to mental health concerns such as: mood disorders, major depressive disorder, bipolar disorder, anxiety disorders, suicidal ideation, and consequences with the legal system.

HEAL.7-8.ORH.I.18

Distinguish types of mental health disorders (for example, depression, anxiety disorders, bipolar, schizophrenia, OCD, ADD/ADHD, phobias, PTSD) by identifying signs and symptoms.

HEAL.7-8.HI.MEH.2a

describe ways to manage anxiety and grief;

HEAL.6.PIS.12.E

identify and describe lifetime strategies for prevention and early identification of disorders such as depression and anxiety that may lead to long-term disability;

HEAL.7-8.HI.1.C

examine causes and effects of stress and develop strategies for managing stress and coping with anxiety and depression;

HEAL.9-10.HI.1.H

HE.6.10.E

identify and describe lifetime strategies for prevention and early identification of disorders such as depression and anxiety that may lead to long-term disability; and

HE.7-8.1.C

examine causes and effects of stress and develop strategies for managing stress and coping with anxiety and depression; and

HE.9-10.1.H

identify and evaluate the effects of exercise, nutritional dietary habits, and emotional factors such as stress, fatigue, or anxiety on job performance;

HOSP.9-10.10.C

identify and manage the effects of exercise, dietary habits, and emotional factors such as stress, fatigue, or anxiety on job performance.

HOSP.10-12.4.E

compare and contrast the effect of stress, fatigue, and anxiety on job performance;

HOSP.10-12.9.G

Head On

Identify commonly held stereotypes about the target culture.

FL.3-5.2.1.e

Identify and discuss commonly held stereotypes about products of the target culture.

FL.3-5.2.2.c

Analyze generalizations and stereotypes of the target culture.

FL.9-12.2.1.g

Explain cultural influences on health behaviors, including social norms, family traditions, and stereotypes.

HE.7.2

explain or give examples of how communications between groups can be influenced by cultural differences; explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) developed as cultures emerged in the modern world (1500 A.D. to present) and in the United States (Reconstruction to present)

SOC.9-12.SS-H-CS-S-3

investigate regions of the Earth’s surface using information from print and non-print sources (e.g., books, films, periodicals, Internet, geographic tools, news media): evaluate reasons for stereotypes (e.g., all cities are dangerous and dirty; rural areas are poor) associated with places or regions

SOC.9-12.SS-H-G-S-2.c

Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

SOC.9-12.SS-HS-2.3.1

Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor).

SOC.9-12.SS-HS-4.2.3

describe how family, peers and environment influence mental and emotional health, e.g., gender stereotypes and effect on romantic relationships, dating violence.

HE.5-8.2.2.1.4a

analyze how media influences mental and emotional health, e.g., effect of media on gender stereotypes, violence, including bullying, dating violence, violence/sexual harassment.

HE.5-8.2.2.2.3

describe the influence of cultural beliefs on mental and emotional health, e.g., gender roles and stereotypes, dating violence, bullying.

HE.5-8.2.2.4.1

recognize strategies used by media to inform, persuade, entertain, and transform culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

LA.9-12.VMAP.1.C

describe stereotypes of various U.S. subcultures;

SOC.9-12.SOC.5.B

   All The "Bad People"

Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights

SOC.4.14.4

Identify the development of U.S. foreign policy from the American Revolution to the U.S. Civil War, including: Washington’s Farewell Address, changing boundaries of the United States and relationships the country had with Mexico, Canada, and the European powers and how those relationships influenced westward expansion; the influence of the Monroe Doctrine and its role in the development of early American foreign policy; major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties; the impact of the Louisiana Purchase (e.g., how and from whom the U.S. purchased the Louisiana Territory; its impact in terms of doubling the size of the nation, the use of the elastic clause, and impact on exploratory missions; the effect of the Louisiana Purchase on relations with external powers and Native Americans); foreign relations and significant military conflicts including the War of 1812 and the Mexican-American War.

SOC.11.14.11.20

Analyze the origins and negative effects of stereotyping and prejudice.

PER.9-10.2B.4a

Evaluate strategies for being respectful of others and opposing stereotyping and prejudice.

PER.11-12.2B.5a

Explain the impact of prejudice on the operation of United States social, political, and economic institutions over time.

SOC.7-9.18C.3

Define the words ‘prejudice’ and ‘discrimination’.

HE.2-4.23C.6

List types of prejudice and discrimination.

HE.3-5.23C.6

PE.2-4.23C.6

PE.3-5.23C.6

Describe how power and control differences in relationships can contribute to aggression and violence and describe how prejudice, discrimination and bias can lead to violence.

HEAL.8.8.1.12

Students will examine prejudice and discrimination and how they serve as barriers to justice and equality for all people.

SOC.3.8b.1

Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American war, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid.

SOC.11.3b.4

SDEV.9-10.2B.4a

SDEV.11-12.2B.5a

locate places and regions of cultural and historical significance in Mexican American history;

SOC.10-12.MAS.6.A

analyze the physical and human geographic factors related to contemporary Mexican migration to and Mexican American migration within the United States.

SOC.10-12.MAS.6.F

analyze the Mexican American struggle for civil rights as manifested in the Chicano movement;

SOC.10-12.MAS.8.C

evaluate the successes and failures of the Mexican American civil rights movement and the farmworkers movement;

SOC.10-12.MAS.8.D

discuss the role of various organizations such as the American G.I. Forum, the League of United Latin American Citizens (LULAC), the Mexican American Legal Defense and Educational Fund (MALDEF), the National Association of Latino Elected and Appointed Officials (NALEO), and the National Council of La Raza (NCLR) that have participated in the Mexican American struggle for political power.