This inquiry leads students through an investigation of Guatemala’s recent history, with emphasis on the coup of 1954, and the resulting effects that ripple into the present. At the center of this project is the question: How can we pursue justice? This compelling question is explored in the context of Guatemala’s history and the advocates who sought to address injustices since the CIA-backed overthrow of Guatemala’s democratically elected government in 1954.
How can we pursue justice?
Hold a class deliberation to create a working definition of justice.
Why did the United States give rise to and support a violent civil war in Guatemala?
Formative TasksCreate a list of motivations for United States involvement in the Guatemalan Civil War.
SourcesSource A: President Arbenz’s Speech<br /> Source B: CIA Officer’s Firsthand Account
What effects has the civil war had on guatemaltecos?
Formative TasksWrite a paragraph, using evidence, that answers the supporting question.
SourcesSource A: Guatemalan Leader’s Congressional Statement<br /> Source B: Overview of the Guatemalan Civil War
How have guatemaltecos advocated for justice in Guatemala?
Formative TasksCreate a presentation that explains how guatemaltecos have advocated for justice in Guatemala.
SourcesSource A: Irma Flaquer’s Contemporary Newspaper Article<br /> Source B: Rigoberta Menchú Tum’s Nobel Prize Speech
How have guatemaltecos advocated for Guatemalan justice after migration?
Formative TasksParticipate in a Socratic seminar after writing an evidence-based claim that answers the supporting question.
SourcesSource A: Why Do Children Leave My Country?<br /> Source B: Fleeing Guatemala Video
Argument: Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence and information from historical and contemporary sources.
Extension: Write a speech that explains what pursuing justice means for a guatemaltecos, using specific claims and relevant evidence from sources while acknowledging competing views.
No data found.
C3Teachers.org facilitates open collaborative conversations among teachers as they tinker with their own instructional practice as it relates to the C3 Framework.
If you are interested in offering more professional development opportunities, rethinking or redesigning your social studies curriculum, we’d love to talk.
