Pharr Riots of 1971 Lesson Plans
Dublin Core
Title
Pharr Riots of 1971 Lesson Plans
Subject
Pharr Riots
Racism
Discrimination
Description
By teacher implemented strategies such as, direct instruction, inquiry and small groups, students will acquire knowledge on the riots that occured in Pharr, Texas in 1971. Teacher will engage students with essential questions, an article, and open discussion. Students will then conduct structured research that describes and defines the Pharr Riot. They will compare their discoveries to research of discrimination all over the United States. Students will then demonstrate their understanding through formative assessment, summative assessment and a comprehensive project. Teacher is prompted to teach this lesson during the week celebrating Martin Luther King Jr., as discrimination and racism play a big role. Students can then make a connection between their community and the history being taught (place-based education).
Creator
Idani Bañuelos
Yulissa Rangel
April Santillan
Source
UTRGV College of Education
Publisher
The University of Texas Rio Grande Valley Special Collections and University Archives
Date
1971
Contributor
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Rights
Banuelos, Idani, Rangel, Yulissa, & Santillan, April. (2018). Pharr Riots of 1971 Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/45
https://rgvprimarysourceguides.omeka.net/items/show/45
Format
PDF
Language
English
Coverage
Pharr, Texas
Lesson Plan Item Type Metadata
Standards
TEKS: 3.12A and 3.12B
12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to:
(A) give examples of community changes that result from individual or group decisions;
(B) identify examples of actions individuals and groups can take to improve the community
12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to:
(A) give examples of community changes that result from individual or group decisions;
(B) identify examples of actions individuals and groups can take to improve the community
Objectives
● Students will be able to describe what led and occurred at the Pharr Riots.
● Students will be able to distinguish similarities between the discrimination taking place in Pharr, Texas and the result of the United States.
● Students will be able to formulate their own plan of action as mayor of Pharr, Texas.
● Students will be able to distinguish similarities between the discrimination taking place in Pharr, Texas and the result of the United States.
● Students will be able to formulate their own plan of action as mayor of Pharr, Texas.
Materials
a variety of news article, ipads or computers, pencils, markers, paper, podium, anchor video, powerpoint,
Duration
5 Days
Lesson Plan Text
Subject/ Grade Level: Social Studies / 3rd Grade
Materials: a variety of news article, ipads or computers, pencils, markers, paper, podium, anchor video, powerpoint,
NC SCOS Essential Standards and Clarifying Objectives TEKS: 3.12A and 3.12B
12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to:
(A) give examples of community changes that result from individual or group decisions;
(B) identify examples of actions individuals and groups can take to improve the community
Lesson objective(s):
● Students will be able to describe what led and occurred at the Pharr Riots.
● Students will be able to distinguish similarities between the discrimination taking place in Pharr, Texas and the result of the United States.
● Students will be able to formulate their own plan of action as mayor of Pharr, Texas.
Differentiation strategies to meet diverse learner needs:
SPED- Lesson will be modified to meet students’ IEP requirements. Teacher will provide visuals, and group students heterogenous.
GATE gifted- Lesson will include extension activities. Students will be grouped heterogeneously to learn from one another.
Specific Learning Disabilities- Lesson will be presented through various forms of media. Students will be in heterogeneous groups.
ELL- Lesson will include pictures, definitions and heterogeneous grouping to assist English learners
ENGAGEMENT
The teacher will play http://www.krgv.com/story/31292821/remembering-the-pharr-riot-45-years-later for the students. It is a video made by Channel 5 in 2016 that discusses what occured 45 years ago in Pharr, Texas. The video includes short interviews from the 20 year old’s friends, relatives and other members of the community who were affected by the Pharr Riots of 1971.
Questions the students should be asking themselves: Were any of my relatives affected by the Pharr Riots? How did the Pharr Riots change the RGV?
Have I ever seen a riot?
How do I feel about what happened during these riots? How did the Pharr Riots affect the victim’s family?
EXPLORATION
The teacher will provide the students with several articles regarding the Pharr Riots. The students will read the article and will discuss it in groups. After analyzing a variety of articles students will then create their own newspaper article to explain the events.
Big Idea: You are a news journalist that will retell the story of the Pharr Riot. You need to conduct research and create your own news article with an eye catching headline.
● Why did the Pharr Riots occur?
● Who organized the protests?
● What happened because of the protest.
● What people were affected during this time period?
EXPLANATION
Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their Explanation
Teacher will provide students with pre-made foldables where students will define words and fill out a timeline of events. Students will also be allowed time to hold a “council meeting” where they can identify questions they may have and ask them outloud to their classmates as well as take them home to conduct interviews. (Relatives or neighbors may have the answers the students seek.)
ELABORATION
Describe how students will develop a more sophisticated understanding of the concept. What vocabulary will be introduced and how will it connect to students’ observations? How is this knowledge applied in our daily lives?
The students will be put in groups of 2 and will be given a research topic regarding different events that were associated with discrimination. The students will use ipads or computers in the classroom to do some research and
create a short powerpoint on their topic. The students will compare their research topic to the Pharr riots and discuss how they are similar from each other. The main purpose of this activity is for students to realize that discrimination was occurring all throughout the UnIted States.
Vocabulary that will be introduced:
● Discrimination
● Riot
● Injustice
● Brutality
● Victim
● Incident
● Majority
● Minority
EVALUATION
How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson
Students will formulate their own plan of action as Mayor of Pharr, Texas during the chaos of the riots. They will then present it to the rest of the class and students will take a vote. The students will be graded based on their understanding of what occurred at the Pharr Riots and their problem solving skills (the effectiveness of their plan of action).
● What is your opinion on the issue?
● What changes would you make to solve the issue?
● What could I do, as the mayor, to help the situation?
Materials: a variety of news article, ipads or computers, pencils, markers, paper, podium, anchor video, powerpoint,
NC SCOS Essential Standards and Clarifying Objectives TEKS: 3.12A and 3.12B
12) Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to:
(A) give examples of community changes that result from individual or group decisions;
(B) identify examples of actions individuals and groups can take to improve the community
Lesson objective(s):
● Students will be able to describe what led and occurred at the Pharr Riots.
● Students will be able to distinguish similarities between the discrimination taking place in Pharr, Texas and the result of the United States.
● Students will be able to formulate their own plan of action as mayor of Pharr, Texas.
Differentiation strategies to meet diverse learner needs:
SPED- Lesson will be modified to meet students’ IEP requirements. Teacher will provide visuals, and group students heterogenous.
GATE gifted- Lesson will include extension activities. Students will be grouped heterogeneously to learn from one another.
Specific Learning Disabilities- Lesson will be presented through various forms of media. Students will be in heterogeneous groups.
ELL- Lesson will include pictures, definitions and heterogeneous grouping to assist English learners
ENGAGEMENT
The teacher will play http://www.krgv.com/story/31292821/remembering-the-pharr-riot-45-years-later for the students. It is a video made by Channel 5 in 2016 that discusses what occured 45 years ago in Pharr, Texas. The video includes short interviews from the 20 year old’s friends, relatives and other members of the community who were affected by the Pharr Riots of 1971.
Questions the students should be asking themselves: Were any of my relatives affected by the Pharr Riots? How did the Pharr Riots change the RGV?
Have I ever seen a riot?
How do I feel about what happened during these riots? How did the Pharr Riots affect the victim’s family?
EXPLORATION
The teacher will provide the students with several articles regarding the Pharr Riots. The students will read the article and will discuss it in groups. After analyzing a variety of articles students will then create their own newspaper article to explain the events.
Big Idea: You are a news journalist that will retell the story of the Pharr Riot. You need to conduct research and create your own news article with an eye catching headline.
● Why did the Pharr Riots occur?
● Who organized the protests?
● What happened because of the protest.
● What people were affected during this time period?
EXPLANATION
Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their Explanation
Teacher will provide students with pre-made foldables where students will define words and fill out a timeline of events. Students will also be allowed time to hold a “council meeting” where they can identify questions they may have and ask them outloud to their classmates as well as take them home to conduct interviews. (Relatives or neighbors may have the answers the students seek.)
ELABORATION
Describe how students will develop a more sophisticated understanding of the concept. What vocabulary will be introduced and how will it connect to students’ observations? How is this knowledge applied in our daily lives?
The students will be put in groups of 2 and will be given a research topic regarding different events that were associated with discrimination. The students will use ipads or computers in the classroom to do some research and
create a short powerpoint on their topic. The students will compare their research topic to the Pharr riots and discuss how they are similar from each other. The main purpose of this activity is for students to realize that discrimination was occurring all throughout the UnIted States.
Vocabulary that will be introduced:
● Discrimination
● Riot
● Injustice
● Brutality
● Victim
● Incident
● Majority
● Minority
EVALUATION
How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson
Students will formulate their own plan of action as Mayor of Pharr, Texas during the chaos of the riots. They will then present it to the rest of the class and students will take a vote. The students will be graded based on their understanding of what occurred at the Pharr Riots and their problem solving skills (the effectiveness of their plan of action).
● What is your opinion on the issue?
● What changes would you make to solve the issue?
● What could I do, as the mayor, to help the situation?
Citation
Idani Bañuelos, Yulissa Rangel, and April Santillan , “Pharr Riots of 1971 Lesson Plans,” UTRGV Digital Exhibits, accessed May 3, 2024, https://omeka.utrgv.edu/items/show/87.