Part II, Lesson 2 (continued) 
that the main ideas will emerge, and often will be repeated. When each student has had a chance to read all of his or her statements, conduct a brief discussion or quickwrite about the main points of the reading, as revealed by the interactive exercise. 

4. "I Am" Poem: Assign students to write an "I Am" poem, as a person of the ethnic group that she or he worked with, or as a Caucasian American. The poem can begin with any combination of the following lines: 
I am...I understand...I fear...
I wonder...I say...I feel...
I see...I dream...I flourish...
I hear...I try...I flounder...
I want...I hope...I forget...
I am...I am...I am...

Encourage students to balance the statements with positive facts about their group as well as with problems that they were forced to endure. 

5. Diamante: Write a short poem, written in the form of a diamond (with some variation as needed), as follows: 

Topic (a noun) 
Two adjectives describing the topic 
Three action words (verbs ending with ing) 
Four words to capture an essence of the topic 
Three more action words (ing or ed) 
Two more adjectives 

Rename the topic 

For example: 

Californios 
Generous, Gracious; 
Ranching, farming, hunting; 
Displacer of Indians, Displaced by Americans. 
Taxed, bankrupted, displaced; 
Poor, still proud 

Mexicans 

6. Population graph: Use Resource #2-15 (census figures on foreign population) for students to create a graph showing the changes in population. (If team-teaching with a math or science teacher, this can be a math or science assignment.). 
Part II, Lesson 2 
Page 22
[LESSONS]• [FIRST PAGE]• [PREVIOUS PAGE]• [TOP]• [NEXT PAGE]