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Work 2B: Learning Module Design

Project Overview

Icon for Hispanic Civil Rights

Hispanic Civil Rights

Introduction

This leanring module is geared to third grade students. In this learning module, students will be learning about the Mexican American Movement. Students will have a peer reviewed project and a survey to answer throughout the lesson. I hope that you will learn how important your voice can be and how it can help change our world for the good. 

 

Common Core standards

These are the Illinois Common Core Standards for Language Arts and Social Studies that connect with the Learning Module. 

Language Arts:

Common Core standards:

CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

CCSS.ELA-LITERACY.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.

CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.

CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

CCSS.ELA-LITERACY.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Social Studies:

Soical Studies Standards:

Change, Continuity, and Context
SS.H.1.3: Create and use a chronological sequence of events.

Perspectives
SS.H.2.3: Describe how significant people, events, and developments have shaped their own community and region.

Civics Standards:

Processes, Rules and Laws
SS.CV.4.3: Describe how people have tried to improve their communities over time.

Objectives

Objectives: 

1. Students will take historical events to compare and contrast two Civil Rights Movements using a Venn Diagram. 

2. Students will explore the Chicano Movement and learn about two main leaders of the Farm Worker Movement. 

3. Students will be able to dissect a saying and reflect on what it means and how they can use it in their life.

Civil Rights

 

 

For the Student

​One of the biggest and known movements that has happened is the Civil Rights Movement from the 1950's. 

This past year, we have talked about the Civil Rights Movement: events, people, and the change.

We will be going more in-depth with this topic.

But before we can move forward, here is a quick review with key information that we will need for our new unit.

Read about Rosa Park 

Read about the Little Rock Nine 

Read about Ruby Bridges 

 
Media embedded July 23, 2017

Watch Video: 

Civil Rights Video 

 
Timeline of key events from the Civil Rights Movement

Comment: Using the information given, which of the events from the Civil Rights Movement was most influential to you from the movemement? Why is it important to take a stand in something you believe in?

Update: Using the information given, which of the events from the Civil Rights Movement was most influential to you from the movemement?

 
 
 
 

For the Teacher

​Common Core Standards: 

Perspectives: SS.H.2.3: Describe how significant people, events, and developments have shaped their own community and region.

Processes, Rules and Laws
SS.CV.4.3: Describe how people have tried to improve their communities over time.

References: 

Biography. (n.d.). Retrieved July 29, 2017, from http://www.ducksters.com/history/civil_rights/ruby_bridges.php

Civil Rights. (n.d.). Retrieved July 29, 2017, from http://www.ducksters.com/history/civil_rights/little_rock_nine.php

Rosa Parks Biography for Kids – The First Lady of Freedom. (n.d.). Retrieved July 29, 2017, from http://mrnussbaum.com/rosa-parks/

T. (n.d.). Civil Rights Movement. Retrieved July 29, 2017, from http://www.teachertube.com/video/civil-rights-movement-112331

S. (2015, January 19). The Story of Martin Luther King Jr. by Kid President. Retrieved July 29, 2017, from https://www.youtube.com/watch?v=4xXZhXTFWnEdsfds

 

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Chicano Movement

For the Student

With the help of out review of the Civil Rights Movement, it is time to move onto the Mexican Civil Rights Movement, also known as the Chicano Movement. 

https://en.wikipedia.org/wiki/Chicano_Movement

Museum of Mexican American Civil Rights: http://slideplayer.com/slide/8722306/

 
Media embedded July 26, 2017

Comment: Write about when you had a problem and solved it with the help of others. Also, please complete the survey. Survey 

Update: Using this Virtual Venn Diagram, list what are differences between the Civil Rights Movement and Mexican American Movement. 

http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

 

For the Teacher

​Common Core Standards:

CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.

CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

References:

Chicano Movement. (2017, July 12). Retrieved July 29, 2017, from https://en.wikipedia.org/wiki/Chicano_Movement

Chicano Movement of the 1960s. (2012, May 14). Retrieved July 29, 2017, from https://www.youtube.com/watch?v=tyITFLbPxNk

Museum of Mexican American Civil Rights Welcome to the Museum of Mexican American Civil Rights Museum Curator Hernandez v. Texas Chicano Movement Exit. (n.d.). Retrieved July 29, 2017, from http://slideplayer.com/slide/8722306/

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Distribute a Survey

Farm Worker Movement

 

 

 

For the Student

 

One historical event that occured during the Chicano Movement was the Farm Worker Movement.The Farm Worker Movement helped migrant workers get more pay, work in better safer conditions, and gave the people a voice. Not only was were hispanics affected by the horrible working conditions and the very low pay, other nationallities (Filipinos) were affected. César Chávez and Dolores Huerta founded and funded he United Farm Workers Association (UFWA) in Delano, California. They joined a strike started by Filipino grape pickers in Delano. They organized the Grape boycott in the U.S. and Canada. The grape boycott became one of the most significant social justice movements for farm workers in the United States

http://player.pbs.org/partnerplayer/D9_U_VAJfDdnjsNTz28CLg==/?w=512&h=288&autoplay=false&start=0&end=0&chapterbar=true&toolbar=true&endscreen=true

 
Media embedded July 26, 2017

 Comment: Write three things that you have learned about the Farm Worker Movement.

Update: Were you aware of the Farm Worker Movement? Have you ever heard of César Chávez and/or Dolores Huerta before?  

For the Teacher

Common Core Standards: 

Perspectives
SS.H.2.3: Describe how significant people, events, and developments have shaped their own community and region.

Civics Standards:

Processes, Rules and Laws
SS.CV.4.3: Describe how people have tried to improve their communities over time.

References:

(n.d.). Retrieved July 29, 2017, from http://player.pbs.org/partnerplayer/D9_U_VAJfDdnjsNTz28CLg==/?w=512&h=288&autoplay=false&start=0&end=0&chapterbar=true&toolbar=true&endscreen=true

F. (2015, March 09). Hard Work, Migrant Workers & Cesar Chavez (Educational Cartoon Network for Kids). Retrieved July 29, 2017, from https://www.youtube.com/watch?v=d3hS495juLI

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Lado a Lado/ Side by Side

For the Student

Media embedded July 26, 2017

Please read the story of Lado a Lado by Monica Brown. This is the story of Dolores Huerta and César Chávez. Both Dolores Huerta and César Chávez were leaders during the Fam Worker Movemment. Together they were able to make a change for all people. 

Comment: What was your first thought when you heard that César Chávez was on a hunger strike for 25 days. 

Update: Was it fair for these workers to be working on these fields with such horrible conditions? Is is fair to have little kids be working on the fields? 

For the Teacher

Common Core Standards: 

CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.

Change, Continuity, and Context
SS.H.1.3: Create and use a chronological sequence of events.

Perspectives
SS.H.2.3: Describe how significant people, events, and developments have shaped their own community and region.

Civics Standards:

Processes, Rules and Laws
SS.CV.4.3: Describe how people have tried to improve their communities over time.

References: 

Side by Side Lado a Lado. (2017, January 15). Retrieved July 29, 2017, from https://www.youtube.com/watch?v=u3OdD19qgg0

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Dolores Huerta

For the Student

Dolores Huerta is one of the most influential women for the Latino Community. Please watch the videos that tell you about the life of Dolores Huerta and her journey of helping others in the world. 

Media embedded July 26, 2017
Media embedded July 29, 2017
Media embedded July 29, 2017

 Comment: What did you find most interesting about the life of Dolores Huerta? 

Update: You will compare and contrast your life with the childhood life of Dolores Huerta.

For the Teacher

Common Core Standards: 

CCSS.ELA-LITERACY.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Perspectives
SS.H.2.3: Describe how significant people, events, and developments have shaped their own community and region.

Civics Standards:

Processes, Rules and Laws
SS.CV.4.3: Describe how people have tried to improve their communities over time.

References: 

N. (2015, October 06). Dolores Huerta, Portrait in Minute. Retrieved July 29, 2017, from https://www.youtube.com/watch?v=cxX89_ZpP2w

B. (2011, October 21). Dolores Huerta - Labor Movement Leader. Retrieved July 29, 2017, from https://www.youtube.com/watch?v=eyEkOzYFf20

G. (2015, February 12). Dolores Huerta: The Voice Of The Farm Workers. Retrieved July 29, 2017, from https://www.youtube.com/watch?v=AeDSDwNxQfY

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César Chávez

For the Student

Please watch the following videos showing the life of César Chávez. The first video is a reading of the biography of Cesar Chavez made for children.

Media embedded July 29, 2017

Please make sure you are taking notes throughout the videos. You need to use the information from the videos for your update and comment. 

Media embedded July 26, 2017
Media embedded July 26, 2017

 Comment: César Chávez has inspired many people, who is someone that inspires you? 

Update: You will compare and contrast your life with the childhood life of César Chávez just like you did with the previous lesson about Dolores Huerta. You will combine both comparisons and contrasts of the life of Dolores Huerta and César Chávez. You will peer review with another student in class. Here is the rubric to follow. 

For the Teacher

Common Core Standards: 

CCSS.ELA-LITERACY.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Perspectives
SS.H.2.3: Describe how significant people, events, and developments have shaped their own community and region.

Civics Standards:

Processes, Rules and Laws
SS.CV.4.3: Describe how people have tried to improve their communities over time.

References: 

Cesar Chavez | First and Second Grade Social Studies Lesson for Kids. (2017, January 20). Retrieved July 29, 2017, from https://www.youtube.com/watch?v=Bu_8d70seIY

W. (2015, September 08). Harvesting Hope. Retrieved July 29, 2017, from https://www.youtube.com/watch?v=rbUQMjhkUY8

F. (2015, March 02). Cesar Chavez (Biography for Children) Youtube for Kids (Cartoons) Animation Cartoon Network. Retrieved July 29, 2017, from https://www.youtube.com/watch?v=-yDOjZMON78

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“¡Sí, se puede!”

For the Student

“¡Sí, Se Puede!” which means for "Yes, We Can!" is a saying that is still used today. Dolores Huerta was the women behind the saying. Both, César Chávez and Dolores Huerta would say “¡Sí, Se Puede!” to the crowd when giving speeches. 

"During the darkest days of the labor movement, it was common for Latino leaders to say that the government was too powerful and that no matter how hard they fought, farm workers would never receive better working conditions. Huerta and Chavez often heard “No, no se puede!” which means “No, no it can’t be done.” On one occasion, Huerta responded, “Si, si se puede!” or “Yes, yes it can be done.” Her words quickly became the rallying cry for farm workers everywhere." 

Comment: Why do you think people believed Dolores Huerta and César Chávez when they said “¡Sí, Se Puede!”. 

Update: Write three different ways that you are able to use the saying “¡Sí, Se Puede!” in your own life. How can “¡Sí, Se Puede!” help you achieve your goals?

For the Teacher

Common Core Standards: 

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

References: 

Myint, B. "Si Se Puede! 7 Facts about Dolores Huerta." Biography.com. A&E Networks Television, 10 Apr. 2017. Web. 29 July 2017.

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Change

For the Student

Media embedded July 26, 2017

Watch the Kid President video, and then I present this question for you. How can you make a change to help our world? Can you do it alone? 

Comment: Do you agree with Kid President? 

Update: Write one thing you want to do to help our world. How can you make a change to help our world? Can you do it alone?

For the Teacher

​Common Core Standards:

CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

CCSS.ELA-LITERACY.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.

References:

S. (2013, December 19). How To Change The World (a work in progress) | Kid President. Retrieved July 29, 2017, from https://www.youtube.com/watch?v=4z7gDsSKUmU

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