Hispanic Heritage: High School Social Studies Activity!

Hispanic Heritage: High School Social Studies Activity!

Ready-To-Use High School Social Studies Activity

For your National Hispanic Heritage Month celebrations in your classrooms, we’ve put together activities for your Pre-K-12 students. In this blog, explore Latin American independence with your high school social studies class. We’ve got you covered with classroom strategies, activities, resources, and graphic organizers.

Looking for different level and subject-area activities? 

SOCIAL STUDIES ACTIVITIES: Exploring Hispanic Heritage

Elementary Level Social Studies: Life in Mexico (Grades PreK-2) AND Mayan Exploration (Grades 3-5)

Middle Level Social Studies: Latin American Travel Agent

SCIENCE ACTIVITIES: Making STEM Accessible

Elementary Level Science: 1, 2, 3…Erosion! (Grades PreK-2) AND Light, Bright (Grades 3-5)

Middle Level Science: Alternative Sources of Energy

High Level Science: Timeline of the Earth

In each activity, I share suggested resources from Britannica’s newest classroom tool, LaunchPacks: Social StudiesYou can get free 30-day access now by taking a Packs: Social Studies free trial, or you can use the activity, questions, and free, downloadable graphic organizer with your own classroom resources.

Grades 9-12 Social Studies Activity: Biographies of Independence 

Overview: Students will analyze the feelings, thoughts, and desires of individuals found in this pack by reading biographies, understanding events, and using the Graphic Organizer: Body Biography.

Suggested Resources:

• LaunchPack Social Studies: Independence in Latin America for Grades 9-12

• Graphic Organizer: Body Biography

Strategy: Body Biography

Activity: Ask students to pick an individual found in this pack.  Using the information from the article, have students analyze the individual by understanding their beliefs.  Have students fill out Graphic Organizer: Body Biography to complete this activity.

Suggested Questions:

• What does the individual “see” (in himself/herself, others, the world)?

• What are the thoughts of the individual?

• What are the individual’s beliefs and values?

• What does the individual “hold” dear?

• What does the individual love or hate?

• On what does the individual “stand” (values, principles, ideals, etc.)?

Possible Extension: Have students conduct further research on the individual they chose to get a better understanding of their life events, motivations, and influence.

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About The Author

Jennifer Keating

Senior Professional Development Specialist

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