The story of Cesar Chavez
is an important one. In a world that is currently reeling from the
events of September 11, our students will need role models for nonviolent
social activism. The History-Social Science Framework for California
Public Schools have always maintained that teachers should "encourage
students to reflect on the individual responsibility and behavior
that create a good society, to consider the individual's role in how
a society governs itself, and to examine the role of law in society...what
the state owes to its citizens, and what citizens owe to the state...Students
should be given opportunities to lead and to follow. They should learn
how to select leaders and how to resolve disputes rationally...and
should learn to respect the rights of the minority, even if this minority
is only a singe dissenting voice."
Lesson Purpose
The story of Cesar Chavez
and his struggle for social justice does not begin in the sixties.
The story of Mexican and Mexican-American migrant workers goes back
to early California and Southwest agricultural history. Like many
Mexican-Americans, Cesar Chavez's family was living in the United
States before the border was sealed. And like so many farm laborers
their chances of achieving the American dream were shattered during
the time of the Great Depression. It is my hope that by the end of
this unit, students will consider the qualities of a hero and realize
that one person can make a difference.
Length of Lesson
To complete the entire
lesson as written will take from 3-4 weeks. Once the students have
started Task One, they could begin working on Tasks Two and Three.
However, I recommend allowing them the time to complete Task One before
beginning the next since the activities are scaffolded in terms of
higher-level thinking.
Lesson Sequence
Day 1
I recommend beginning the
unit by having students listen to several interviews from the Library
of Congress Voices From the Dust Bowl Collection. As they listen to
the actual voices of Mexican migrant workers Jose
Flores and Augustus
Martinez, you might want to give them a copy of the National Archives
Sound
Recording Analysis Worksheet. The main question should be "what
can these interviews tell us about living conditions for migrant workers
during the Great Depression?" Ask students to share what they
know about working and living conditions for migrant workers today.
For an instant glimpse
into the life of migrant children, I recommend reading Linda Jacob
Altman's Amelia's Road and Juan Felipe Herrera's Calling
the Doves. You might combine these two storybooks with several
biographical pieces from Beth Atkins's Voices from the Fields.
Day 2
Brainstorm what students
already know about Cesar Chavez. Discuss the expression "crossing
the line." Can they think of examples where someone they know
or know of has "crossed the line"?
Day 3
Ask students to write down
the qualities they associate with heroes. Have them list several people
who they believe meet these qualifications and explain why. Create
a class chart on hero qualities.
For homework ask the students
to interview an adult about a person he/she considers to be a hero
and why. To guide students in this interview process, provide them
with a copy of the Scoring Guide for
an Interview.
Day 4
Assign teams to begin Task
One. Students will need two weeks to complete the visual portion of
the project and an additional week to prepare their oral presentations.
Guiding the Process
I recommend holding
daily briefings with each group to check on their progress with Task
One. This will allow you to monitor their progress, guide their efforts,
verify individuals' efforts and add whatever other help may be needed.
It is crucial that students understand the need for starting each
class period in an organized fashion with a defined purpose for that
day.
Final Project
Treat Task One
as a real event. Allowing your students the opportunity to teach younger
children the lessons of Cesar Chavez is an example of service learning
in itself.
Adaptations
for Special Needs Students
Since this project
involves research, writing, and layout, you may wish to assign the
tasks within groups so that each student can both work to a strength
and develop an area in which he or she is not yet strong. Students
with limited skills might be encouraged to use only one website as
a resource, so they can spend more time with writing and creating
the visual presentation.
Extension Activities
Create a Wall of Heroes
as a permanent exhibit in your classroom or school.
Highlighting day-to-day acts of heroism is an excellent
way to encourage our students to become informed, compassionate citizens
who realize the impact of their own actions on the feelings and lives
of others.
Note:
Cesar E. Chavez's image is used with permission of the Cesar
E. Chavez Foundation.
