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

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________________________________________________________________________________________________________________________________________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.
Page 2 and 3: School Demographics• Mather High
Page 4 and 5: 16.A.1b Ask historical questions an
Page 6 and 7: *Social Sciences___________________
Page 8 and 9: the handling of the media.• Stude
Page 10 and 11: Procedure(Activity/s)Krull, Kathlee
Page 12 and 13: What Do You See?Photographic Analys
Page 14 and 15: Historical Timeline on the Life of
Page 16 and 17: photo analysis sheet.Overall Object
Page 18 and 19: 1. recall to information and histor
Page 20 and 21: This poster calls for Americans to
Page 22 and 23: Comparison Chart of Strike PostersP
Page 24 and 25: Era/ Time Period1940’s-1950’sFo
Page 26 and 27: 5146a1PREVIOUS NEXT ITEM LIST NEW S
Page 30 and 31: Time Required• Students will writ
Page 33 and 34: KWL: Document: Association of Farm
Page 35 and 36: • Biased Viewpoints of SocietyEra
Page 38 and 39: Cartoon Analysis GuideCartoonist’
Page 40 and 41: Lesson #6Overview_____________Prima
Page 42 and 43: -Resources UsedProcedure(Activity/s
Page 44: “Un-Letter” to César ChávezNo

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

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