Cesar Chavez y Las Huelgas, He Sowed the Grapes of Wrath (PDF)

School Demographics• Mather High School has one of the largest ELL populations in the city ofChicago. Over 70% of students speak another language fluently. Over 80% of thestudents are on free or reduced-lunch. Mather also has a large special educationdepartment due to the one story building lay-out, thus the physically disabledpopulation is greater.• Mather offers more than 20 ethnic clubs and over 25 sports.• It is an extremely diverse school with various needs and unique circumstances.• Students in the Spanish I classroom that will be using the Chávez unit may befreshmen-seniors. ELL students tend to start their language requirement theirjunior year. Seniors may be in the class to make it up for previous failure.• The classroom will typically have between 28-31 students.Prior Knowledge• Students would have read biographical information on the life of César Chávez.They would have known information that influenced his future choices regardingthe UFW, boycotts, and the handling of the media.• Students would have also been given key words in Spanish: huelga, sí se puede,causa, frutas y verduras.• Students would also understand a brief history of the United Farm Workersassociation.• Students would have read the books "César Chávez: The Struggle for Justice /César Chávez: La lucha por la justicia" by Richard Griswold Del Castillo &"Harvesting Hope: The Story of César Chávez" by Kathleen Krull.Overall Objectives• Students will identify three significant occurrences in the life of Chávez thatinfluenced his future as a non-violent protester of unfair work practices.• Students will ulitlize the meanings of huelga (strike), sí se puede (it can be done),causa (cause), frutas y verduras (fruits and vegetables) in analysis of the primarysources.• Students will compare components of posters used by the UFW to promoteawareness of the boycotts. Primary Source: (Posters of Las Huelgas)• Students will listen to an interview with a migrant worker and will identify twostruggles given by the farm worker. Primary Source: (Interview of AugustusMartinez)

• Students will read and analyze the Declaration of Law & Order for the AssociatedFarmers for democratic processes used by the UFW. Primary Source:(Associated Farmers: Declaration of Law and Order)• Students will analyze a cartoon based on the views of many American’s of themigrant workers’ conditions for the persuasive viewpoint of other Americans.Primary Source: (Cartoon of ‘What the Migratory Worker Likes to See)• Students will compare the three main nonviolent tactics Chávez used with thoseof other famous activists using the comparison chart• Students will implement background knowledge from books and biographicalinformation to write an “un-letter” to César Chávez in completion of unit.Time Required~2 weeks (Ten 46 minutes periods)Grade Level(s)High School Spanish ITopic(s)• Life of Chávez• His work and mission• Comparison to other leaders and activistsStandards Addressed• World LanguageIL STATE GOAL 29: Use the target language to develop an understanding of thecustoms, arts, literature, history and geography associated with the target language.D. Understand history of areas where the target language is spoken.29.D.3 Identify key historical figures (e.g., scientists, mathematicians, inventors,business leaders) and events associated with areas where the target language is spokenand explain their influence.29.D.4 Compare and contrast the influences of historical figures and events and theirimpact on the development of their countries.29.D.5 Analyze different perspectives of historical events using a variety of media andtechnology tools.• Social ScienceIL STATE GOAL 16: Understand events, trends, individuals and movementsshaping the history of Illinois, the United States and other nations.A. Apply the skills of historical analysis and interpretation.

16.A.1b Ask historical questions and seek out answers from historical sources (e.g.,myths, biographies, stories, old photographs, artwork, other visual or electronic sources).16.A.2b Compare different stories about a historical figure or event and analyzedifferences in the portrayals and perspectives they present.• MathematicsIL STATE GOAL 10: Collect, organize and analyze data using statistical methods;predict results; and interpret uncertainty using concepts of probability.A. Organize, describe and make predictions from existing data.10.A.1b Answer questions and make predictions based on given data.• ScienceIL STATE GOAL 13: Understand the relationships among science, technology andsociety in historical and contemporary contexts.B. Know and apply concepts that describe the interaction between science, technologyand society.13.B.1d Identify and describe ways that science and technology affect people’s everydaylives (e.g., transportation, medicine, agriculture, sanitation, communication occupations).PreparationMaterials Used & Resources Used• America’s Story from America’s Library• American Memory: Today in History• Voices from the Dust Bowl; The Charles L. Todd and Robert Sonkin MigrantWorkers Collection.• Book: "César Chávez: The Struggle for Justice / César Chávez: La lucha por lajusticia" by Richard Griswold Del Castillo• Book: "Harvesting Hope: The Story of César Chávez" by Kathleen Krull.General Procedure & Activity/sStudents will:1. Find the timeline and general events of the Life of Chávez2. Focus on the beginning of organization of farm workers and other union groups.3. Examine more specific information on his strikes and boycotts of grapes. Theywill focus on finding three significant events in the life of Chávez that influencedhis future as a non-violent protester of unfair work practices.

4. Examine his beginnings of the UFW: United Farm Workers of America.5. Examine the primary sources: posters, interview, reading, and cartoon. Studentswill complete the Primary Sources observation chart, complete the interviewchart/questions, complete the KWL chart on the Declaration reading, andcomplete the cartoon observation sheet for the cartoon analysis.6. Compare uses of nonviolent tactics such as protest marches, strikes, and boycottsusing the comparison chart at which events or for what reasons.7. Compare the three main nonviolent tactics Chávez used with those of otherfamous activists8. Un-Letter to ChávezEvaluation & Rubric/s• Primary Sources Observation Chart of Picture of César Chávez• Comparison chart of boycott posters• Question sheet on interview of A. Martinez• KWL on the Declaration Reading• Cartoon observation sheet for the cartoon analysis.• Comparison chart of nonviolent tactics Chávez used with those of other famousactivists• Un-Letter to Chávez Rubric• Completion of objectives

*Social Sciences_____________________The César Chávez Unit covers the 1940’s-1970’s.The unit discusses the historical time frame of theevents and life experiences of Chávez.The unit examines other American viewpoints ofthe migratory workers in the same period of thecivil rights movement.*Sciences__________________________The Chávez Unit covers the ramificationsthat would ensue if the produce is notpicked or cultivated. The unit also discussespruning of trees and the importance ofknowing about ripe fruit.Lastly, the unit looks at the democratic process ofa union and the decisions one makes on behalf ofa group.*Mathematics____________________________The Chávez Unit reviews the cost of wages perhour and the cost of barrels of produce. Studentswill compare that to the current minimum wage forfairness and change.*Language Arts________________The Chávez Unit addresses the historicaltime frame of the event thus creatingexperiences for students to be able to writeabout and reflect on those experiences.The unit also gives ample opportunities foruses of graphic organizers and writingopportunities.*_Differentiation__________________________The Chávez Unit can be modified with shorter andeasier tasks for all special education students. Theunit can be made more challenging for giftedstudents as well.*Differentiation______________________The Chávez Unit can also be modified withsimpler language for English LanguageLearners. Students would be permitted touse dictionaries for further explanation inEnglish of new terms.

Lesson #1Overview_____________General overview of history ofCésar ChávezCreation of timelineExamination of Picture of ChávezPrimary Sources in Lesson PlanningLesson #1 OverviewCreated by: Maureen WestMather High School: Spanish ICésar Chávez y Las Huelgas“He Sowed the Grapes of Wrath”Details________________________________________1927-1993• Explain the Life of Chávez and hisbiographical information. Use theattached timeline of events as a guide forhistorical information.• Use the Primary Source: (Picture ofChávez) for students to analyze withphoto analysis sheet.• Use the blank timeline graphic organizerfor student completion of historicalinformation in a timeline.(Background Information for Teacher)1962• Beginning of organization of farmworkers of Mexican and Filipino descentas well as other union groups.1965-1974• He leads strikes and boycotts of grapes.• Started the UFW: United Farm Workersof America1970’s-1990’s• Chávez used nonviolent tactics such asprotest marches, strikes, fasts, andboycottsBackground Knowledge • Students will read biographicalinformation on the life of César Chávez.They will become familiar withinformation that influenced his futurechoices regarding the UFW, boycotts, and

the handling of the media.• Students will be given key words inSpanish: huelga (strike), sí se puede (itcan be done), causa (cause), frutas yverduras (fruits and vegetables) inanalysis of the primary sources.• Students would also understand a briefhistory of the United Farm Workersassociation.• Students will read the books: "CésarChávez: The Struggle for Justice / CésarChávez: La lucha por la justicia" byRichard Griswold Del Castillo &"Harvesting Hope: The Story of CésarChávez" by Kathleen Krull.Overall Objectives • Students will identify three significantoccurrences in the life of Chávez thatinfluenced his future as a non-violentprotester of unfair work practices.• Students will utilize the meanings ofhuelga, sí se puede, causa, frutas yverduras in the reading of the books.Time RequiredGrade Level(s)Topic(s)Format(s) of primarysources used2 (46 minute) class periodsHigh School Spanish I1940’s-1990’sGeneral overview of Chávez’s lifePhoto of César ChávezCésar ChávezStandards AddressedWorld LanguageIL STATE GOAL 29: Use the target languageto develop an understanding of the customs,arts, literature, history and geographyassociated with the target language.D. Understand history of areas where the targetlanguage is spoken.

29.D.3 Identify key historical figures (e.g.,scientists, mathematicians, inventors, businessleaders) and events associated with areas wherethe target language is spoken and explain theirinfluence.29.D.5 Analyze different perspectives ofhistorical events using a variety of media andtechnology tools.Social ScienceIL STATE GOAL 16: Understand events,trends, individuals and movements shapingthe history of Illinois, the United States andother nations.A. Apply the skills of historical analysis andinterpretation.16.A.1b Ask historical questions and seek outanswers from historical sources (e.g., myths,biographies, stories, old photographs, artwork,other visual or electronic sources).16.A.2b Compare different stories about ahistorical figure or event and analyze differencesin the portrayals and perspectives they present.Preparation-Materials Used-Resources Used1. Books about Chávez2. Photo of Chávez3. Timeline his life4. Blank Timeline Sheet5. What do you see Photo Analysis sheetAmerica’s Story from America’s Library:Chávez, César. "[César Chávez, half-lengthportrait, facing left].". c1966.. America’s Storyfrom America’s Library. New York World-Telegram & Sun Collection, Prints andPhotographs Division, Library of Congress.America’s Story. 2.Apr, 2008 Griswold Del Castillo, Richard. César Chávez:The Struggle for Justice / César Chávez: Lalucha por la justicia. Piñanta Books. Universityof Houston, 2002.

Procedure(Activity/s)Krull, Kathleen. Harvesting Hope: The Story ofCésar Chávez. Harcourt, Inc, 2003.Students will:1. listen to information and historical factsabout Chávez.2. analyze the picture of Chávez using thephoto analysis sheet.3. utilize the historical and biographicalinformation to complete the timeline ofgeneral events of the Life of Chávez.4. learn the meanings of words in Spanishhuelga, sí se puede, causa, frutas yverduras in order to understand twobooks.5. read the two books based on Chávez’slife and utilize the definitions of thewords in Spanish to understand thestories.Evaluation(Rubric/s)6. prepare for analysis of two posters of theboycotts by reviewing timeline and photoanalysis sheet.• Timeline of Events & BiographicalInformation• Primary Sources Photo Analysis sheetwith Photo of Chávez• Blank timeline of events graphicorganizer

Mexican American labor leader Cesar ChavezCredit: "[Cesar Chavez, half-length portrait, facing left]." Circa 1966. New York World-Telegram &Sun Collection, Prints and Photographs Division, Library of Congress.

What Do You See?Photographic Analysis¿Qué ves en la foto de César Chávez?Análisis de una FotoPrimary Source #1Subjective Observation Knowledge DeductionDescribe your personalfeelings and associationsDescribe your priorknowledge that you canWhat can you concludeabout the photograph?about the photo. Alwayssupport your subjectiveresponse with somethingthat can be seen. Forexample, “I see….and itmakes me feel or thinkof….”associate with this photo ofCésar Chávez.Your reaction: Your prior knowledge: Your conclusion:Based on the Photographic Analysis Sheet from Library of Congress, 2008

César Chávez TimelineYearEventMarch 31,César Estrada Chávez is born in San Luis, Arizona.19271937 Chávez's parents lose their farm and begin to work as migrant laborers.1938 Chávez's family moves to California to work as farm laborers.1942After graduating from 8th grade, Chávez becomes a full-time farm worker tohelp support his family1944Chávez challenges segregation (white vs. Mexican) and refuses to sit in theMexican section of a theater; he is held in custody for an hour.1944-1946 Chávez fought in World War 2, in the US Navy.1948 Chávez and Helen Fabela are married.1952 Chávez joins the Community Service Organization (CSO).1962 Chávez forms the National Farm Workers Association (NFWA).1964Chávez starts El Malcriado: The Voice of the Farm Worker, the officialnewspaper of the NFWA.1965NFWA members go on strike against grape growers and start a local grapeboycott.1966 Senator Robert Kennedy supports the NFWA grape boycott.1966Chávez leads a 250-mile march from Delano to Sacramento, California, to letthe public and law-makers know about the mistreatment of farm workers.02-031968Chávez starts his first hunger strike; it lasts for 25 days in February andMarch1968 The nationwide boycott of California grapes begins.1969 Pesticide use is regulated.Dec. 14,1970Chávez is jailed for defying a court order against boycotting.1974 The name of the NFWA changes to United Farm Workers (UFW).1975The California Labor Relations Act was passed; it was the first law thatprotected the rights of organizations of farm laborers.1975Chávez leads a 1,000 mile march through the Central Valley of California, inorder to call attention to the union elections.1984 Chávez announces a new grape boycott, due the excessive use of pesticides.1987The UFW produces a film call The Wrath of Grapes, about the dangerous useof pesticides on food.1992Chávez leads a 1,000-person march calling for improved working conditionsin farms.April 23,1993César Estrada Chávez dies during a fast.1994 Chávez is awarded the Presidential Medal of Freedom.2003 The US Post Office issues a César Chávez stamp (first class, 37¢).From: enchantedlearning.com

Historical Timeline on the Life of César Chávez.Complete the timeline with key events and years. Extra space is provided to add in moreevents later in his lifetime or events that occurred after his death.

Lesson #2Overview_____________Examination of Posters regardingBoycottsPrimary Sources in Lesson PlanningLesson #2 OverviewCreated by: Maureen WestMather High School: Spanish ICésar Chávez y Las Huelgas“He Sowed the Grapes of Wrath”Details________________________________________(Background Knowledge for Teacher)1965-1974• He leads strikes and boycotts of grapes.• Started the UFW: United Farm Workersof America• With the knowledge of Chávez’s life andoverall mission, students will examine theboycott posters.• Students will complete an analysis sheetof the characteristics of the posters andtheir importance to Chávez’s UFWcampaign.• Use the Primary Source: (Posters of LasHuelgas) for completion of the What doYou see poster analysis sheet?• Use the Primary Source: (Posters of LasHuelgas) for completion of theComparison Chart of Strike PostersBackground Knowledge • Students will have read biographicalinformation on the life of César Chávez.They have become familiar withinformation that influenced his futurechoices regarding the UFW, boycotts, andthe handling of the media.• Students will have understood a briefhistory of the United Farm Workersassociation.• Students will recall information from"César Chávez: The Struggle for Justice /César Chávez: La lucha por la justicia" &"Harvesting Hope: The Story of CésarChávez" to include information in their

photo analysis sheet.Overall Objectives • Students will utilize their backgroundknowledge of Chávez and the strikes intoa reaction chart on the poster analysissheet.• Students will identify five main aspects ofthe posters using the comparison chart ofthe two boycott posters.Time Required2 (46 minute) class periodsGrade Level(s)High School Spanish ITopic(s) • Life of Chávez• His work and mission• Strikes and Mission of UFWFormat(s) of primarysources used • Viva La Causa Poster for a 1968 CarnegieHall (N.Y.) concert to benefit CaliforniaGrape Workers• Boycott Lettuce & GrapesStandards AddressedWorld LanguageSTATE GOAL 29: Use the target language todevelop an understanding of the customs, arts,literature, history and geography associatedwith the target language.D. Understand history of areas where the targetlanguage is spoken.29.D.3 Identify key historical figures (e.g.,scientists, mathematicians, inventors, businessleaders) and events associated with areas wherethe target language is spoken and explain theirinfluence.

29.D.4 Compare and contrast the influences ofhistorical figures and events and their impact onthe development of their countries.29.D.5 Analyze different perspectives ofhistorical events using a variety of media andtechnology tools.Social ScienceIL STATE GOAL 16: Understand events,trends, individuals and movements shapingthe history of Illinois, the United States andother nations.A. Apply the skills of historical analysis andinterpretation.16.A.1b Ask historical questions and seek outanswers from historical sources (e.g., myths,biographies, stories, old photographs, artwork,other visual or electronic sources).16.A.2b Compare different stories about ahistorical figure or event and analyze differencesin the portrayals and perspectives they present.Preparation-Materials Used1. Copies of posters2. What do you see Poster Analysis3. Poster Comparison Chart-Resources UsedAmerica’s Story from America’s Library:Poster A: Viva La Huelga:Davis, Paul and Hess, Richard for Darien House."Viva Chávez, Viva la Causa, Viva la Huelga."1968. Prints and Photographs Division, Libraryof Congress. America’s Story. 2.Apr, 2008.Poster B: Boycott Lettuce & GrapesChicago Women's Graphics Collective. "BoycottLettuce & Grapes." c1978. Prints andPhotographs Division, Library of Congress.America’s Story. 2.Apr, 2008. Procedure(Activity/s)Students will:

1. recall to information and historical factsabout Chávez.2. analyze the posters about the boycottsusing the poster analysis sheet.3. utilize the historical and biographicalinformation from prior knowledge andfrom the poster analysis sheet to completethe comparison chart of the posters.Evaluation(Rubric/s)4. prepare for listening to an audio recordingof a farm worker.• Poster Analysis Sheet for the two posters• Comparison Chart for the two posters• Completion and understanding of allactivities

Poster for a 1968 Carnegie Hall (N.Y.) concert to benefit California Grape WorkersCREDIT: Davis, Paul and Hess, Richard for Darien House. "Viva Chavez, Viva la Causa, Viva laHuelga." 1968. Prints and Photographs Division, Library of Congress.

This poster calls for Americans to stop buying lettuce and grapes in support of the United FarmWorkersCREDIT: Chicago Women's Graphics Collective. "Boycott Lettuce & Grapes." Circa 1978. Printsand Photographs Division, Library of Congress.

What Do You See?Poster Analysis¿Qué ves en los Carteles de las Huelgas?Análisis de dos CartelesPrimary Source #2Subjective Observation Knowledge DeductionDescribe your personalfeelings and associationsabout the posters. Alwayssupport your subjectiveresponse with somethingthat can be seen. Forexample, “I see….and itmakes me feel or thinkof….”Describe your priorknowledge that you canassociate with these twoposters of the strikes andcalls for justice.What can you concludeabout the two posters?Poster A: Viva La HuelgaYour reaction:Poster A: Viva La HuelgaYour prior knowledge:Poster A: Viva La HuelgaYour conclusion:Poster B: Boycott Lettuce& GrapesYour reaction:Poster B: Boycott Lettuce& GrapesYour prior knowledge:Poster B: Boycott Lettuce& GrapesYour conclusion:Based on the Photographic Analysis Sheet from Library of Congress, 2008

Comparison Chart of Strike PostersPoster A: Viva La HuelgaWhat is the overall message of the poster?____________________________________________________________________________________________________.What is the year/time period of the poster?____________________________________________________________________________________________________.What person/people are in the poster?____________________________________________________________________________________________________.Who do you think the poster is intendedfor?____________________________________________________________________________________________________.What is your opinion on the effectivenessof the poster in regards to raisingawareness of the strikes?____________________________________________________________________________________________________.Poster B: Boycott Lettuce & GrapesWhat is the overall message of the poster?____________________________________________________________________________________________________.What is the year/time period of the poster?____________________________________________________________________________________________________.What person/people are in the poster?____________________________________________________________________________________________________.Who do you think the poster is intendedfor?____________________________________________________________________________________________________.What is your opinion on the effectivenessof the poster in regards to raisingawareness of the strikes?____________________________________________________________________________________________________.

Primary Sources in Lesson PlanningLesson #3 OverviewCreated by: Maureen WestMather High School: Spanish ICésar Chávez y Las Huelgas“He Sowed the Grapes of Wrath”Lesson #3Overview_____________Listening to recording ofFarm worker AugustusMartinezDetails________________________________________1940’s-1950’s• With the knowledge of Chávez’s life and overallmission, students will examine the dailystruggles and lives of farm workers.• Students will complete a question/answer sheetbased on the interview with Augustus Martinez,a lemon and orange picker.• Use the Primary Source: (Interview ofAugustus Martinez) for completion of questionsheet• Students will discuss questions and answers as agroup to understand the struggles of the farmworkers and how they related to the struggles ofChávez.Background Knowledge • With an understanding of the biographicalinformation on the life of Chávez. and of theUFW, boycotts, and the handling by the media,students will now hear a worker’s real lifeexplanation of the struggles of picking fruits.Overall Objectives • Students will utilize their backgroundknowledge of Chávez and the strikes whilelistening to the recording of the farm worker bycompleting the question/answer sheet.Time Required• Students will identify three main concerns bythe farm worker and his daily struggles.1-2 (46 minute) class periodsGrade Level(s)High School Spanish ITopic(s) • Strikes and Mission of UFW• Workers’ input on the farming industry

Era/ Time Period1940’s-1950’sFormat(s) of primarysources usedInterview about lemonpicking, FSA camp.Standards AddressedWorld LanguageIL STATE GOAL 29: Use the target language todevelop an understanding of the customs, arts,literature, history and geography associated with thetarget language.D. Understand history of areas where the targetlanguage is spoken.29.D.3 Identify key historical figures (e.g., scientists,mathematicians, inventors, business leaders) and eventsassociated with areas where the target language isspoken and explain their influence.29.D.4 Compare and contrast the influences ofhistorical figures and events and their impact on thedevelopment of their countries.29.D.5 Analyze different perspectives of historicalevents using a variety of media and technology tools.MathematicsIL STATE GOAL 10: Collect, organize and analyzedata using statistical methods; predict results; andinterpret uncertainty using concepts of probability.A. Organize, describe and make predictions fromexisting data.10.A.1b Answer questions and make predictions basedon given data.ScienceIL STATE GOAL 13: Understand the relationshipsamong science, technology and society in historicaland contemporary contexts.B. Know and apply concepts that describe the

Preparation-Materials Used-Resources UsedProcedure(Activity/s)interaction between science, technology and society.13.B.1d Identify and describe ways that science andtechnology affect people’s everyday lives (e.g.,transportation, medicine, agriculture, sanitation,communication occupations).1. Interview about lemon picking, FSA camp.2. Radio or headphones for students3. Lemon-Picking WorksheetAmerican Memory:Martinez, Augustus. Interview about lemon picking,FSA Camp. Martinez, Augustus. MP3. Voices fromthe Dust Bowl: The Charles L. Todd and Robert SonkinMigrant Worker Collection, 1940-1941. AmericanMemory. Library of Congress. 2.Apr, 2008.Students will:1. implement information from poster analysis intonew knowledge about farm workers.2. answer questions regarding the interview of thefarm worker.3. discuss the historical and biographicalinformation from prior knowledge andincorporate it into a discussion about thefarmers’ rights.Evaluation(Rubric/s)4. prepare for reading a historical document aboutlaw & order in the union meetings.• Question & Answer Sheet based on Interview• Completion and understanding of all activities

5146a1PREVIOUS NEXT ITEM LIST NEW SEARCHVoices from the Dust Bowl: The Charles L. Todd and Robert Sonkin Migrant WorkerCollection, 1940-1941Item 1 of 2Interview about lemon picking, FSA camp.Performer(s)/Interviewee(s)Martinez, AugustusInformation about Audio Playback[Rights and Reproductions]Format...1608032Listen to this recording.(MP3bytes )Additional audio formatsGenreInterviewNotesInterview topics include lemon picking, FSA camp. Mr. Martinez was 30 years of age at thetime of the interview, he had come to the U.S. from Mexico at age 9.LocationEl RioCall NumberAFS 5146a1Digital IDAFCTS 5146a1http://memory.loc.gov/cgi-bin/query/D?toddbib:1:./temp/~ammem_fTrI: (1 of 2) [4/28/2008 1:31:26 PM]

Lemon & Orange Picking: Augustus Martinez“Mr. Martinez was 30 years of age at the time of the interview; he had come to the U.S.from Mexico at age 9.”1. What did he say about the amount of work that needs to be done and how was ithandled by the boss?________________________________________________________________________________________________________________________________________2. How were the lemons picked?________________________________________________________________________________________________________________________________________3. How much did the sack weigh and what was its impact physically on the picker?________________________________________________________________________________________________________________________________________4. What was his opinion on being a lemon expert?________________________________________________________________________________________________________________________________________What did he say about orange picking?________________________________________________________________________________________________________________________________________Describe the lemon sack and how were they dumped out?________________________________________________________________________________________________________________________________________What was a good lemon graded on?________________________________________________________________________________________________________________________________________What can damage a lemon tree?

________________________________________________________________________________________________________________________________________What were the workers paid to prune?________________________________________________________________________________________________________________________________________What did he make per hour to pick lemons and how much per box?________________________________________________________________________________________________________________________________________What did their pay depend on?________________________________________________________________________________________________________________________________________How did that compare to orange picking and their pay?________________________________________________________________________________________________________________________________________How many boxes of oranges can you pick per hour?________________________________________________________________________________________________________________________________________How long had he been picking fruits and also pruning?________________________________________________________________________________________________________________________________________What was his advice about living in the camps and being involved in the unions?________________________________________________________________________________________________________________________________________

Lesson #4Overview_____________Primary Sources in Lesson PlanningLesson #4 OverviewCreated by: Maureen WestMather High School: Spanish ICésar Chávez y Las Huelgas“He Sowed the Grapes of Wrath”Details________________________________________1940’s-1950’sReading of the Declaration of Law& Order• With the knowledge of farm workersstruggles and interest in unions, studentswill read the duties and obligations of afarm worker in relation to their unionterms.• Students will complete a KWL sheet onthe Associated Farm Workers Declarationof Law and Order Sheet• Use the Primary Source: (AssociatedFarmers: Declaration of Law and Order)to complete KWL.• Students will discuss responses for the Kportion and in partners will discuss the Wportion. Individually, students will answerthe L portion of the KWL. At the bottom,they will provide a summary of thedocument and what they have learned.Background Knowledge • With an understanding of the farmworkers daily lives and the need for aunion, students will read the declarationof law and order and examine how thefarm workers fought for their rights.Overall Objectives • Students will utilize their backgroundknowledge of the farm workers daily livesand the need for a union in order tocomplete the KWL chart.• Students will complete the chart with atleast 3 components under each KWLsection.

Time Required• Students will write a summary of thedeclaration of law and order documentand describe what they have learned in aparagraph.1 (46 minute) class periodGrade Level(s)High School Spanish ITopic(s) • Rights and Concerns of Farm workers• Workers’ input on their union rightsEra/ Time Period 1940’sFormat(s) of primarysources usedDocument: Associated Farmers:Declaration of Law & OrderStandards AddressedWorld LanguageIL STATE GOAL 29: Use the target languageto develop an understanding of the customs,arts, literature, history and geographyassociated with the target language.D. Understand history of areas where the targetlanguage is spoken.29.D.3 Identify key historical figures (e.g.,scientists, mathematicians, inventors, businessleaders) and events associated with areas wherethe target language is spoken and explain theirinfluence.29.D.4 Compare and contrast the influences ofhistorical figures and events and their impact onthe development of their countries.29.D.5 Analyze different perspectives ofhistorical events using a variety of media andtechnology tools.Social ScienceIL STATE GOAL 16: Understand events,trends, individuals and movements shapingthe history of Illinois, the United States andother nations.A. Apply the skills of historical analysis and

Preparation-Materials Used-Resources Usedinterpretation.16.A.1b Ask historical questions and seek outanswers from historical sources (e.g., myths,biographies, stories, old photographs, artwork,other visual or electronic sources).16.A.2b Compare different stories about ahistorical figure or event and analyze differencesin the portrayals and perspectives they present.1. Copies of the Declaration2. Copies of the KWL chartAmerican Memory:Associated Farmers: Declaration of Law & OrderI.V.Democrat. Agency. Associated Farmers:Declaration of Law & Order 23-1-1939 Voicesfrom the Dust Bowl: The Charles L.Todd andRobert Sonkin Migrant Worker Collection, 1940-1941. American Memory. Library of Congress.2.Apr, 2008.Procedure(Activity/s)Students will:1. implement information from interview offarm worker interview into their KWL ofthe document.2. read the document of Law & Order.3. complete the KWL on the Law & Orderdocument bearing in mind the historicaland biographical information about thefarmers’ rights.4. prepare for analyzing a cartoon.Evaluation(Rubric/s)• KWL sheet based on Document of Law &Order• Completion and understanding of allactivities

KWL: Document: Association of Farm Workers Law & OrderKWhat did I know about thestruggles of the farmworkers?WWhat do I want to learnabout the farm workers andtheir rights with unions?LWhat did I learn about thefarm workers and theirrights with unions?What were some of therights and principles of theassociation?How do current unions usethe same rules and ideas intheir union contracts?Summary that includes background knowledge of interview of A. Martinez and boycottsby Chávez.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Based on the KWL Sheet from Library of Congress, 2008

Lesson #5Overview_____________Primary Sources in Lesson PlanningLesson #5 OverviewCreated by: Maureen WestMather High School: Spanish ICésar Chávez y Las Huelgas“He Sowed the Grapes of Wrath”Details________________________________________1940’s-1950’sCartoon Analysis of “Whatthe Migratory Worker Likesto See”• With the knowledge of farm workers right andinterest in unions, students will analyze acartoon based on society’s view of the migrantworker.• Students will complete a cartoon analysis sheetbased on the cartoon.• Use the Primary Source: (Cartoon of ‘Whatthe Migratory Worker Likes to See) forcompletion of cartoon anaysis.• Students will complete the cartoon analysissheet in partners and then discuss responses ofthe questions based on characteristics of thecartoon.Background Knowledge • With an understanding of the farm workersrights and union policies, students will now beable to understand the bias against the migrantworker with a cartoon.Overall Objectives • Students will utilize their backgroundknowledge of the unions’ policies and theworkers’ rights by analyzing a cartoon.• Students will complete the cartoon analysissheet.Time RequiredGrade Level(s)• Students will connect the union ideas with thebiased views of society.1 (46 minute) class periodHigh School Spanish ITopic(s) • Rights and Concerns of Farm workers

• Biased Viewpoints of SocietyEra/ Time Period1940’s-1950’sFormat(s) of primarysources usedCartoon “What the MigratoryWorker Likes to See”Standards AddressedWorld LanguageIL STATE GOAL 29: Use the target language todevelop an understanding of the customs, arts,literature, history and geography associated withthe target language.D. Understand history of areas where the targetlanguage is spoken.29.D.3 Identify key historical figures (e.g., scientists,mathematicians, inventors, business leaders) andevents associated with areas where the target languageis spoken and explain their influence.29.D.4 Compare and contrast the influences ofhistorical figures and events and their impact on thedevelopment of their countries.29.D.5 Analyze different perspectives of historicalevents using a variety of media and technology tools.Social ScienceIL STATE GOAL 16: Understand events, trends,

individuals and movements shaping the history ofIllinois, the United States and other nations.A. Apply the skills of historical analysis andinterpretation.16.A.1b Ask historical questions and seek out answersfrom historical sources (e.g., myths, biographies,stories, old photographs, artwork, other visual orelectronic sources).16.A.2b Compare different stories about a historicalfigure or event and analyze differences in theportrayals and perspectives they present.Preparation-Materials Used-Resources Used1. Cartoon: “What the Migratory Worker Likes toSee”2. Cartoon Analysis SheetAmerican Memory:Cartoon “What the Migratory Worker Likes to See”27-4-???? Voices from the Dust Bowl: The CharlesL.Todd and Robert Sonkin Migrant Worker Collection,1940-1941. American Memory. Library of Congress.2.Apr, 2008.http://memory.loc.gov/afc/afcts/images/sb001/0028.jpgProcedure(Activity/s)Students will:1. implement information from the document oflaw & order to analyze societal views ofmigratory workers.2. analyze the cartoon “What the MigratoryWorker Likes to See”3. complete the cartoon analysis sheet and answerall questions.Evaluation(Rubric/s)• Cartoon Analysis sheet• Completion and understanding of all activities

Cartoon Analysis GuideCartoonist’s Persuasive Techniques“What the Migratory Worker Likes to See”Use the following guide to identify the cartoonist’s techniques in the cartoonSymbolismCartoonists use simple objects, or symbols, to stand for largerconcepts or ideas.ExaggerationLabelingAnalogyIronyAfter you identify the symbols in the cartoon, think about whatthe cartoonist means each symbol to stand for.Sometimes cartoonists overdo, or exaggerate, the physicalcharacteristics of people or things in order to make a point.When you study a cartoon, look for any characteristics thatseem overdone. (Facial characteristics and clothing are some ofthe most commonly exaggerated characteristics.) Then, try todecide what point the cartoonist was trying to make byexaggerating them.Cartoonists often label objects or people to make it clearexactly what they stand for.Look for the different labels that appear in a cartoon, and askyourself why the cartoonist chose to label that particular personor object. Does the label make the meaning of the objectclearer?An analogy is a comparison between two unlike things. Bycomparing a complex issue or situation with a more familiarone, cartoonists can help their readers see it in a different light.After you’ve studied the cartoon for awhile, try to decide whatthe cartoon’s main analogy is. What two situations does thecartoon compare? Once you understand the main analogy,decide if this comparison makes the cartoonist’s point clearer toyou.Irony is the difference between the ways things are and theway things should or are expected to be. Cartoonists often useirony to express their opinion on an issue.When you look at a cartoon, see if you can find any irony in thesituation the cartoon depicts. If you can, think about what pointthe irony might be intended to emphasize. Does the irony helpthe cartoonist express his or her opinion more effectively?

What persuasive element did the cartoonist use and how?________________________________________________________________________________________________________________________________________________Once you have identified the persuasive techniques the cartoonist used, use the followingquestions to analyze the cartoon:1. What issue is this political cartoon about?________________________________________________________________________________________________________________________________________________2. What do you think is the cartoonist’s opinion on the issue?________________________________________________________________________________________________________________________________________________3. What other opinion can you imagine another person having on this issue?________________________________________________________________________________________________________________________________________________4. Did you find this cartoon persuasive? Why or Why not?________________________________________________________________________________________________________________________________________________5. What other techniques or images could the cartoonist have used to make this cartoonmore persuasive?________________________________________________________________________________________________________________________________________________Based on the Cartoon Analysis Guide: Library of Congress Class, 2008

Lesson #6Overview_____________Primary Sources in Lesson PlanningLesson #6 OverviewCreated by: Maureen WestMather High School: Spanish ICésar Chávez y Las Huelgas“He Sowed the Grapes of Wrath”Details________________________________________Summative Assessment:3-Way Venn Diagram:Comparison of Non-Violent CivilRights Leaders & “Un-Letter”• With the knowledge of Chávez, the UFW,the farm workers rights and interest inunions, students will do research on othernon-violent civil right protesters.• Students will complete a 3-way Venndiagram comparing their causes,timeframes, methods, and overallmovements.• Students will then write an un-letter toChávez following the rubric. Students willincorporate factual and historicalinformation with their own reflections andwrite a letter to Chávez that cannot bedelivered, but shared among peers.Background Knowledge • With an understanding of the history ofChávez, the UFW, the farm workersrights and interest in unions, students willnow be able to complete a finalassessment on the unit.Overall Objectives • Students will utilize their backgroundknowledge to a comparison chart of otherleaders.• Students will reflect on their knowledgeof Chávez’s life with an un-letter to him.Time Required1 (46 minute) class periodGrade Level(s)High School Spanish ITopic(s) • Overall incorporation of Chávez & theUFWEra/ Time Period1940’s-Present

Format(s) of primarysources used• Graphic Organizers of 3 Way Diagram &Un-Letter RubricStandards AddressedPreparation-Materials UsedWorld LanguageIL STATE GOAL 29: Use the target languageto develop an understanding of the customs,arts, literature, history and geographyassociated with the target language.D. Understand history of areas where the targetlanguage is spoken.29.D.3 Identify key historical figures (e.g.,scientists, mathematicians, inventors, businessleaders) and events associated with areas wherethe target language is spoken and explain theirinfluence.29.D.4 Compare and contrast the influences ofhistorical figures and events and their impact onthe development of their countries.29.D.5 Analyze different perspectives ofhistorical events using a variety of media andtechnology tools.Social ScienceIL STATE GOAL 16: Understand events,trends, individuals and movements shapingthe history of Illinois, the United States andother nations.A. Apply the skills of historical analysis andinterpretation.16.A.1b Ask historical questions and seek outanswers from historical sources (e.g., myths,biographies, stories, old photographs, artwork,other visual or electronic sources).16.A.2b Compare different stories about ahistorical figure or event and analyze differencesin the portrayals and perspectives they present.1. Venn Diagram2. Rubric for un-letter

-Resources UsedProcedure(Activity/s)Students will:1. compare Chávez with two other nonviolentcivil rights leaders in acomparison diagram.2. write an un-letter to Chávez about his lifeand work with the UFW.Evaluation(Rubric/s)• 3-Way Diagram sheet• Rubric for Un-Letter• Completion and understanding of allactivities

THREE-WAY VENN DIAGRAMNombre:____________________________________ Fecha:_______________Título: César Chávez & Two other famous activistsComparing A _________________________________________________B _________________________________________________C _________________________________________________ABC

“Un-Letter” to César ChávezNombre:____________________________________ Fecha:_______________Criteria 3 puntos 6 puntos 9 puntosFactual informationand opinion givenSpelling, grammar,and punctuation areeffectiveContent is clear, thetopic is effectivelydevelopedConnection is madeStudent incorporates 1fact from Chavez’slife & work. Studentreflects on the 1experience in askingquestions to Chavez.Student makes five ormore spelling,grammar, orpunctuation mistakes.The content of theletter is barely relativeto his life and work.Student displays fullunderstanding of thecontent.A very weakconnection has beenmade between thestudent’s written letterand completeunderstanding ofChavez’s life.Student incorporates 2facts from Chavez’slife & work. Studentreflects on those 2experiences in askingquestions to Chavez.Student makes twofourspelling,grammar, orpunctuation mistakes.The content of theletter is somewhatrelative to his life andwork.Student displays fullunderstanding of thecontent.A somewhat strongconnection has beenmade between thestudent’s written letterand completeunderstanding ofChavez’s life.Student incorporates 3facts from Chavez’slife & work. Studentreflects on those 3experiences in askingquestions to Chavez.Student makes one orless spelling,grammar, orpunctuation mistake.The content of theletter is completelyrelative to his life andwork.Student displays fullunderstanding of thecontent.A strong connectionhas been madebetween the student’swritten letter andcompleteunderstanding ofChavez’s life.