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TEKS (Texas Essential Knowledge and Skills): (1) History. The student understands that historical events influence contemporary events. The student is expected to: (A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade; and (B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. (2) History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to: (A) identify and describe the historical influence of individuals or groups on various contemporary societies; and (B) describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. (3) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to: (A) identify and explain the geographic factors responsible for patterns of population in places and regions; (B) explain ways in which human migration influences the character of places and regions (4) Geography. The student understands how geographic factors influence the economic development and political relationships of societies. The student is expected to: (A) explain the geographic factors responsible for the location of economic activities in places and regions; and (B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's political relationships. (5) Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to: (B) identify and analyze ways people have adapted to the physical environment in various places and regions; and (C) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure. (6) Economics. The student understands the factors of production in a society's economy. The student is expected to: (A) describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs influence the economies of various contemporary societies; (B) identify problems that may arise when one or more of the factors of production is in relatively short supply. Lesson objective(s): 1.Students will be able to apply main ideas, key terms, and places by completing questions, analysis and discussion related to Nuevo Santander 2. Students will be able to retell, define compare and summarize main ideas, key terms and place related to Nuevo Santander 3.Students will be able to locate Nuevo Santander Geographically. Differentiation strategies to meet diverse learner needs: Differentiation provided for all students include the following repeated instruction, check for understanding, extended time; visual support, monitoring

This article analyzes the political thought of Eugenio María de Hostos after turn of the 19th Century and the establishment of the "League of Patriots" Hostos proposed the end of the military regime, the creation of a temporary civil government and the holding of a plebiscite to determine the political status of Puerto Rico. The organic acts of Twentieth Century however, maintained the subordination of the Island to the power of Congress. The PROMESA Act underlines said subordination. This article affirms the need to renovate Hostos' project and provide for a decolonization process by convening a constituent assembly and a plebiscite.Speech delivered on the 177th Birthday of Eugenio María de Hostos, University of Puerto Rico, Río Piedras Campus, January 11, 2017. ; Este artículo analiza el pensamiento de Eugenio María de Hostos en la coyuntura de 1898 y la fundación de la Liga Patriótica. Hostos proponía la terminación del gobierno militar, la implantación temporal de un gobierno civil y la elaboración de un plebiscito para el pueblo de Puerto Rico decidir su estatus político. Por el contrario, las leyes orgánicas aprobadas a lo largo del siglo XX mantuvieron la subordinación de la Isla al poder congresional. La ley PROMESA confirma esa subordinación. El autor señala la necesidad de actualizar la ruta señalada por Hostos que permitiría una estrategia descolonizadora para Puerto Rico mediante la convocatoria de una asamblea constituyente y la celebración de un plebiscito.Discurso pronunciado en el Centésimo Septuagésimo Séptimo Aniversario del natalicio de Eugenio María de Hostos, Universidad de Puerto Rico, Recinto de Río Piedras, 11 de enero de 2017.

This article critically explores what peace means for 39 practitioners and stakeholders in the city of Acapulco, Mexico in 2021. Working in non-formal education, community development, the arts, and culturally based activities across the city, their responses provide unique insight into what peace might look like in a city with high levels of inequality, drug-related violence, and crime. Facilitating their vision of peace and getting participants to articulate what peace would look like for them, this article provides insights into practitioners' views, changing the narrative from them being victims of violence to agents of positive social change. Peacebuilding literature frames the discussion, and the article concludes with lessons derived from the detailed analysis of participant views which might offer a pathway for others living and working in similar contexts.