What does the term “Latino/a/x” mean, and who exactly does the term represent? This course examines the experience of people living in the United States who identify as Latino/a/x and have ethnic and cultural origins in Latin America. Students examine what historical forces have driven the adoption of this pan-ethnic identity through the lens of race, colonization, migration/immigration, and the media. Special consideration is given to regional differences in Latino/a/x identity formation, the impact of political activism like the Chicano Movement, and the recent creation of “Latinx” to include non-binary Latino/a identities. Students explore topics of their choosing that focus on specific Latino/a/x communities (e.g., Mexican, Dominican, Puerto Rican, etc.), intracultural differences across Latino/a/x communities, or unique expressions of Latino/a/x identities like Mestizaje, AfroLatinidad, and Chicanismo. This course offers students a deeper understanding of diverse and complex identities that make-up Latino/a/x communities.
WHAT STUDENTS SAY
Latino/a/x Identity in the United States is a new course for 21/22 school year at One Schoolhouse. To read what students have said about other One Schoolhouse courses, visit our What Students Say webpage!
WHAT STUDENTS DO
Learning is an active process at One Schoolhouse. Students design, create and apply. And, they engage with classmates and connect with their teachers through discussions, video conferences, and projects. Specifically, in this class students will:
MEET A TEACHER FOR THIS COURSE
WHAT HAPPENS IN THE SECOND SEMESTER?
Students wishing to pursue a Latino/a/x studies project may enroll in the course for the full year. For students continuing into Semester II, the course shifts into personalized, project-based work, where students engage in deep, sustained inquiry; authentic and iterative research; critical analysis; and rigorous reflection, revision, and assessment as they journey through a self-designed, long-term activism, design, or research project on the topic of their choosing. Guided by a One Schoolhouse teacher, students pursue individual study/self-assessment or collaborative seminar/peer-review. Pathway options from which students choose include:
Upon completion of their inquiry-driven project, students will have gained academic maturity and expanded their ability to engage in a diverse and changing world. They will be able to draw and defend conclusions from theoretical underpinnings, contextual background, and mathematical analysis or source evaluation. Finally, they will have created and tested something useful of their own design or will be able to defend a position based on their own research.
One Schoolhouse is fully accredited with the Middle States Association of Colleges and Schools and the Western Association of Schools and Colleges through December 1, 2025; we are an approved online publisher for the University of California.
Social Sciences Teacher
BA Notre Dame of Maryland University
MA University of Wisconsin