Step 1 – Building Knowledge of the Field 

Learning objective(s) assessed: After working on this step, learners will be able to 

1. select and label key information from sources, differentiating from “key” and “marginal”, and
2. convey information about the targeted topic (also referred as the “field”) using vocabulary that is topic specific.

Before Class

What to do. Assign tasks found in JI Handout Step 1, Learner Prompt (for an editable version, follow link)

JI Handout Step 1, Learner Prompt. Watch/read/listen to the assigned sources and, combining and citing your sources, write a list of bullet-points on key information (see the “Model of a bulleted list for class discussion” below). You will use your statements to contribute to a discussion during class.¹

 Sources:

• Brief history of the U.S.-Mexico border https://www.smu.edu/Dedman/Research/Institutes-and-Centers/Texas-Mexico/About/Timeline
• The border during the Mexican Revolution (1916-1917) https://2001-2009.state.gov/r/pa/ho/time/wwi/108653.htm#:~:text=Pancho%20Villa’s%20forces%20then%20raided,goal%20of%20capturing%20Pancho%20Villa.
• Jim Crow Laws https://www.pbs.org/wgbh/americanexperience/features/freedom-riders-jim-crow-laws/
• Life in the borderlands https://smithsonianeducation.org/migrations/bord/live.html
  • Jovita Idár, civil rights icon https://www.pbs.org/wnet/americanmasters/jovita-idar-mexican-american-activist-and-journalist-e6zgar/15329/
  • Women on the border https://womenontheborder.org/

Model of a bulleted list for class discussion:

• The U.S. crossed the border into Mexico trying to defeat Pancho Villa (source: https://2001-2009.state.gov/r/pa/ho/time/wwi/108653.htm#:~:text=Pancho%20Villa’s%20forces%20then%20raided,goal%20of%20capturing%20Pancho%20Villa)
• The U.S.-Mexico border was created in the mid ‘800 (source:https://www.smu.edu/dedman/research/institutes-and-centers/texas-mexico/about/timeline)

In class:

What to do. Conduct a guided conversation on the historical background of the U.S.-Mexico border during the life of Jovita Ídar. You can extend the conversation to related, contemporary issues (see last two bullet points).² Suggested guiding questions:³

• What information have you collected about the U.S.-México border? 
• How and when was the border created? 
• What historical events influenced this creation?
• What did the U.S.-Mexico border look like during the period from 1850 to 1925?
• What do you know about the border today?
• Why do you think we call it the U.S.-Mexico border and not the Mexico-U.S. border?
• Etc.

Self-Assessment, Step 1

JI Handout Step 1, Learner Prompt

Compare the information you selected and the statements you wrote on your own, to the ones discussed during class, and then select the can-do statements that better describe what you are able to do.  

I can	I can	I can	Notes for self and/or instructor
select and label key information from sources independently	select and label key information from sources with some help	select and label key information from sources with a lot of help
convey information about the targeted topic using vocabulary that is topic-specific independently	convey information about the targeted topic using vocabulary that is specific to this topic with some help	convey information about the targeted topic using vocabulary that is specific to this topic with a lot of help