“My dad did have papers, but the police take them away because my uncle had a . . . he was drinking beer and he gave it to him . . . oh, my goodness . . . they took the papers away.”
How did Maria, a 3rd grader, offer such a revelation to her classmates and her teacher? Maria was among the 20 3rd graders, primarily from Mexican immigrant homes, in my classroom where we were exploring and negotiating their understanding of changing policies around immigration and the anti-immigrant sentiments in their small southeastern U.S. town.
A curriculum grounded in students’ lives can promote engagement and deeper levels of thinking.
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