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

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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,
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 28 and 29: ___________________________________
Page 30 and 31: Time Required• Students will writ
Page 33: KWL: Document: Association of Farm
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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