2
25
841
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[newspaper clipping] "Let Freedom Ring, Community celebrates Juneteenth," by Iris Villalon for The Monitor (1999-06-20)
https://omeka.utrgv.edu/files/original/a3a4bb790453838110b0f68e21145be4.tif
a7584130f85ab2c3e5a31c0319eed63e
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[newspaper clipping] "Let Freedom Ring, Community celebrates Juneteenth," by Iris Villalon for The Monitor (1999-06-20)
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
[news clippings] Juneteenth Community Celebration
Subject
The topic of the resource
Juneteenth
Slavery
Emancipation
Civil War
Texas
African Americans
Description
An account of the resource
A newspaper article regarding a Juneteenth celebration in Edinburg, Texas.
Creator
An entity primarily responsible for making the resource
Iris Villalon
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
The Monitor
Date
A point or period of time associated with an event in the lifecycle of the resource
1999-06-20
Rights
Information about rights held in and over the resource
Copyright 1996 The Monitor. All rights reserved
Relation
A related resource
<a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/7282">Race and Ethnicity: African Americans</a>
Format
The file format, physical medium, or dimensions of the resource
TIFF
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-ReferenceFiles-Juneteenth_JuneteenthCelebration
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Edinburg, Texas
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
Newspaper clip about the Juneteenth celebrations, 1999. Reference Files, Box HT 1, Folder 9, Juneteenth Community Celebration. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, Texas.
primary source
-
https://omeka.utrgv.edu/files/original/7633367b75771c96758dc70608b84c7a.jpg
1a4395641f8e74ce767b1720d014a99c
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Facts On Working And Living Conditions of Texas Farm Workers," from El Cuhamil newsletter, 1977-02-28
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Melon Strike
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Facts On Working And Living Conditions of Texas Farm Workers"
Subject
The topic of the resource
Strikes
Rio Grande Valley
Chicano Movement
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
The article reports that Texas farm workers—especially in the Rio Grande Valley—face extremely low wages, poor housing, limited education, and no job security. Most earn below poverty levels, live in substandard homes without basic utilities, often experience wage abuse, and rely on seasonal, unstable work. Migrant families struggle with disrupted schooling and exploitation, leaving workers with little chance to improve their conditions.
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
El Cuhamil (San Juan, Texas)
Date
A point or period of time associated with an event in the lifecycle of the resource
1977-02-28
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil Record</a>
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-MELONSTRIKES-WorkingConditions
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Hidalgo County, Texas
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"Facts On Working And Living Conditions of Texas Farm Workers" El Cuhamil, February 28, 1977.
-
https://omeka.utrgv.edu/files/original/21fb2513a9fd237910a89e2b4a0e63ef.jpg
0eafc107840c765804bd25f8a55de6f8
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Melon Strike Begins," El Cuhamil, 1976-05-20
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Melon Strike
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Melon Strike Begins
Subject
The topic of the resource
Strikes
Rio Grande Valley
Starr County, Texas
Chicano movement
Melon Strike
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
A newspaper clipping from <em>El Cuhamil</em>, announcing the beginning of a melon strike. The Texas Farm Worker's Union started the strike in a rally May 16, 1976.
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
El Cuhamil (San Juan, TX)
Date
A point or period of time associated with an event in the lifecycle of the resource
1976-05-20
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil Record</a>
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-MELONSTRIKES-MelonStrikeBegins
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Rio Grande City, Texas
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"Melon Strike Begins." El Cuhamil, May 20, 1975.
civil rights
El Cuhamil
labor
labor rights
melon
primary source
Starr County
strike
-
https://omeka.utrgv.edu/files/original/c21ac1a9f621daa2035be13b3ec8bd68.jpg
7dff21e191d2088a0fce7c347adae0aa
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Strike Pressure Hits Growers." El Cuhamil, February 27, 1976.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Melon Strike
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Strike Pressure Hits Growers
Subject
The topic of the resource
Strike
Rio Grande Valley
Chicano Movement
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
A newspaper clip by the Texas Farm Workers' Union urges the farmers to keep the citrus strike despite the threats they receive. Some of the threats mentioned are "threats of death, shooting and flimsy complaints."
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
Texas Farm Workers Union
El Cuhamil
Date
A point or period of time associated with an event in the lifecycle of the resource
1976-02-27
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil Record</a>
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-MELONSTRIKES-StrikeThreats
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Rio Grande Valley
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"Strike Pressure Hits Growers." El Cuhamil, February 27, 1976.
primary source
-
https://omeka.utrgv.edu/files/original/fab54037fe6db98667aaaa436e9f0bd8.jpg
b007506faa477ccbbf201aad39cddbf7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"TFW Heads March-Pilgrimage To Austin." El Cuhamil, February 28, 1977.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Melon Strike
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
TFW Heads March-Pilgrimage To Austin
Subject
The topic of the resource
Strikes
Rio Grande Valley
Chicano Movement
Austin, Texas
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
The Texas Farm Workers' Union organized a 40 day pilgrimage to Austin, Texas. The participants took a demand to the state legislature for collective bargain and secret ballot elections.
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
El Cuhamil
Date
A point or period of time associated with an event in the lifecycle of the resource
1977-02-28
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil record</a>
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-MELONSTRIKES-Pilgrimage
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Austin, Texas
Rio Grande Valley
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"TFW Heads March-Pilgrimage To Austin." El Cuhamil, February 28, 1977.
primary source
-
https://omeka.utrgv.edu/files/original/850b81780167d60bb9e13bceb6473fe7.jpg
5972126937a9e7a7710b4880ee8dda85
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"40 Days of Struggle." El Cuhamil, April 14, 1978.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Melon Strike
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
40 Days of Struggle
Subject
The topic of the resource
Strikes
Rio Grande Valley
Chicano Movement
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
A newspaper clip from the Texas Farm Workers Union urging to support the strikes by donating clothes, food, and any other kind of help.
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
El Cuhamil
Date
A point or period of time associated with an event in the lifecycle of the resource
1978-04-14
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil record</a>
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-MELONSTRIKES-supportforstrikes
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Rio Grande Valley
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"40 Days of Struggle." El Cuhamil, April 14, 1978.
primary source
-
https://omeka.utrgv.edu/files/original/297029f80d8b3b89e37b5096543fb1d3.jpg
f2c03155e143f83dab521d96ee120370
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Join the Strike." El Cuhamil, February 6, 1976.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Melon Strike
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Join the Strike
Subject
The topic of the resource
Strikes
Rio Grande Valley
Chicano Movement
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
A newspaper clip convincing farmers from the Rio Grande Valley to join the strikes to fight for farmer's rights.
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
El Cuhamil
Date
A point or period of time associated with an event in the lifecycle of the resource
1976-02-06
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil record</a>
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-MELONSTRIKES-ConvincingFarmers
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Rio Grande Valley
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"Join the Strike." El Cuhamil, February 6, 1976.
primary source
-
https://omeka.utrgv.edu/files/original/3216c620aa467141d6ddd010e087e6c3.jpg
c5c5e9644250f07fd9e5ef1194c363d7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Workers vs. Sharyland." El Cuhamil, October 20, 1975.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Melon Strike
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Workers vs. Sharyland
Subject
The topic of the resource
Strikes
Rio Grande Valley
Chicano Movement
John Shary
Sharyland
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
Workers from Sharyland Enterprises decided to walkout from work when a salary raise was not given. The article implies that the company could afford the raise.
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
El Cuhamil
Date
A point or period of time associated with an event in the lifecycle of the resource
1975-10-20
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil record</a>
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-MELONSTRIKES-SharylandWorkers
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
McAllen, Texas
Rio Grande Valley
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"Workers vs. Sharyland." El Cuhamil, October 20, 1975.
primary source
-
https://omeka.utrgv.edu/files/original/32ac65da8c5a32eba769e11bc533e111.jpg
dc7617a48c8d35a971b387ff23934055
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Farmworkers-Students Unite!" El Cuhamil, November 8, 1975
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Melon Strike
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Farmworkers-Students Unite!
Subject
The topic of the resource
Strikes
Rio Grande Valley
Chicano Movement
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
Six organizations sponsored a picket demonstration. The speakers talked about the economy and corporations.
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
El Cuhamil
Date
A point or period of time associated with an event in the lifecycle of the resource
1975-11-08
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil record</a>
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-MELONSTRIKES-Coalition
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Austin, Texas
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"Farmworkers-Students Unite!" El Cuhamil, November 8, 1975.
primary source
-
https://omeka.utrgv.edu/files/original/a74024d63ddb07adc71edf50a5033a5d.jpg
ea0b3577b8341fd763910cc802596dfe
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Briscoe To Meet With TFW/ Legislation Introduced." El Cuhamil, March 3, 1977.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Briscoe To Meet With TFW/ Legislation Introduced
Subject
The topic of the resource
Strikes
Rio Grande Valley
Chicano Movement
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
A newspaper clip announcing that late Texas governor, Dolph Briscoe, was meeting with the Texas Farm Workers Union.
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
El Cuhamil
Date
A point or period of time associated with an event in the lifecycle of the resource
1977-03-18
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil record</a>
Format
The file format, physical medium, or dimensions of the resource
JPEG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-MELONSTRIKES-Governor
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Austin, Texas
Kingsville, Texas
Rio Grande Valley
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"Briscoe To Meet With TFW/ Legislation Introduced." El Cuhamil, March 3, 1977.
primary source
-
https://omeka.utrgv.edu/files/original/d4c4495f084fdbea9c0addc7d809c0b9.jpg
172076d9eb368063a4491c0f428f49d4
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Letters From the March." El Cuhamil, April 18, 1977.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Melon Strike
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Starr County, Texas
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Letters From the March
Subject
The topic of the resource
Strikes
Rio Grande Valley
Chicano Movement
Agriculture
Texas Farm Workers Union
Mexican Americans
Description
An account of the resource
Letters from different people participating on a march for the rights of farm workers in the Rio Grande Valley
Source
A related resource from which the described resource is derived
The University of Texas Rio Grande Valley Special Collections and University Archives
Publisher
An entity responsible for making the resource available
El Cuhamil
Date
A point or period of time associated with an event in the lifecycle of the resource
1977-04-18
Relation
A related resource
<a href="https://utrgv.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007787899704696&context=L&vid=01UT_RGV_INST:UTRGV&search_scope=Search_All&tab=Search_All&lang=en">El Cuhamil record</a>
Format
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JPEG
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
COE-MELONSTRIKES-LettertotheEditor
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Austin, Texas
Rio Grande Valley
Bibliographic Citation
A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible.
"Letters From the March." El Cuhamil, April 18, 1977.
primary source
-
https://omeka.utrgv.edu/files/original/84b84c6e564236f7fbad46eb7ea3a8e8.pdf
412f7078b797f722896181a59d149354
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
6 Days
Standards
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night.
Objectives
Student will be introduced to, and will be able to identify, the concept of holidays. Student will be able to identify the origin of holidays.
Materials
Book: “Hispanic Holidays” by Faith Winchester
Construction paper
Markers
Lesson Plan Text
DAY 1
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives:
Student will be introduced to, and will be able to identify, the concept of holidays. Student will be able to identify the origin of holidays.
Strategies for English Language Learners and Learners with Special Needs: Students will be given time before the read aloud to look through the book. Teacher will recap the story for ELLs in their native language, and answer any questions they may have. During read aloud and lesson, ELL students will be allowed to respond in their native language. Both ELLs and Special Needs students will be given their questions in advance and, enough time to prepare their response to questions.
Materials and Resources:
Book: “Hispanic Holidays” by Faith Winchester
Construction paper
Colors/markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (1.30 minutes)
Students will be introduced to the concept of holidays, and their origins. What is the first holiday that comes to mind, and what does it celebrate?
• Accessing prior knowledge (1.30 minutes)
Teacher will ask students what their favorite holiday is. Do you know the origins of the holiday? What other holidays can you think of?
• Teacher modeling (20 minutes)
Teacher will teach concept of national holidays and their origins. For example, teacher will talk about Thanksgiving, and its origins form 1621 at Plymouth Plantation. Students will learn about who the Pilgrims were, why they came to the “New World”, and who they met when they arrived (BrainPOPEducator, 1999-2018). Teacher will check for understanding by asking for a quick recap from students.
• Guided Practice (10 minutes)
Teacher will guide class read aloud, using the book “Hispanic Holidays” by Faith Winchester. Teacher will start read aloud by doing a picture walk through the book, and asking students to make predictions about what they think the story will be about. Teacher will then read the book, and stop throughout to allow students to comment and make connections to their personal lives. Class will discuss the holidays shown in the book, and talk about their own family traditions on those holidays. Teacher will ask for, and answer, any questions from students before moving.
• Practice (independent, partner, group) (15 minutes)
Students will work independently to create a short story book in which they will write and illustrate things representing their favorite holiday. The holiday must be current holidays that take place in the united states for example: Christmas, Easter, Thanksgiving, etc. Students are to explain why this is their favorite holiday, and describe their family traditions for celebrating this holiday. Teacher will walk around classroom to encourage students on their work and be of any assistance needed.
• Closure (7 minutes)
Students will present their short stories to the class. Teacher will check for understanding by listening to analyzing the short stories, checking that the content of them aligns with the days lesson.
DAY 2
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify the concept of the different national holidays along with the four season of the year.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap the seasons and national holidays with a brief description of it in the native language of the ELL students and answer any questions they may have. The teacher will also provide a visual representation of the season on the board for the students. During the lesson the EL students will be allowed to respond in their native language. Both ELLs and Special Needs students will be given extra time to complete their assignment.
Materials and Resources
Poster
Colors/ Markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 5 minutes)
Students will be introduced to the 4 seasons and identify what different national holidays correspond to what holidays. Students will identify both the seasons and the holidays and will make connections between to two to figure out which holidays are related to which season.
• Accessing prior knowledge (5 minutes)
Teacher will access prior knowledge by starting a discussion. Teacher will ask students what their favorite season is. Teacher will then ask students to think about what holidays take place during that holiday.
• Teacher modeling (15 minutes)
Teacher will teach different national holidays, and when they take place. For example, Mother’s day is celebrated on the second Sunday May during Spring, Father’s Day is celebrated on the third Sunday of June during Spring, and Veteran’s Day on November 11 during the Fall. Teacher will allow students to ask questions before moving on.
• Guided Practice (5 minutes)
Teacher will make 4 sections on the board for the 4 seasons. Teacher will start off the guided practice by adding a holiday for every section. Students will then contribute other holidays for the teacher to record under the corresponding holiday section.
• Practice (independent, partner, group) (15 minutes)
In groups, students will receive a poster board divided into 4 sections. Each section will have a different figure representing the four seasons; snowflake for winter, flowers for spring, sun for summer, and leaves for autumn. For each figure, they will write down or illustrate the different celebrations that take place during that season, and activities that can be done.
• Closure (10 minutes)
Students will present their posters and explain their representation of the holidays for each season. To check for understanding, teacher will analyze poster to ensure that they align with the day’s lesson.
DAY 3
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify the concept of the different traditions that take place on corresponding national holidays along with the appropriate attires used throughout the seasons.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap the seasons and national holidays with a brief description of it in the native language of the ELL students and answer any questions they may have. The teacher will also discuss the different traditions that go along with these holidays and the attire that corresponds to specific seasons. During the lesson the EL students will be allowed to respond in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed.
Materials and Resources
projector
Illustrations
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 2.30 minutes)
Students will be able to identify what traditions correspond to specific holidays, and what clothing is appropriate.
• Accessing prior knowledge (2.30 minutes)
Teacher will access prior knowledge through an in class discussion. Teacher will ask students what holiday is coming up. Teacher will then ask what their family does to celebrate that holiday, as well as ask what clothing they wear during that time of year.
• Teacher modeling (15 minutes)
Teacher will introduce the concept of traditions. Teacher will focus on main holidays, such as Christmas or Thanksgiving. For example, traditionally, for Christmas families put up Christmas trees and put gifts under the tree. For Thanksgiving dinner, turkey is traditionally served.
• Guided Practice (5 minutes)
Using the overhead projector, teacher will demonstrate on an animation of a person. Based on the attire of the person and surroundings on the picture, students will help teacher determine what holiday the picture belongs to. For example, if the person is carving a turkey, students will identify that it corresponds to Thanksgiving. If the picture shows children with baskets hunting for eggs, students will identify that it corresponds to Easter.
• Practice (independent, partner, group) (15 minutes)
Working independently, students will write a short paragraph in which they describe in detail a specific holiday of their choosing and the traditions that their family follows with it. Students can also add an illustration.
• Closure (15 minutes)
Students will read aloud their short essay to the class. This will be followed by a discussion of what they learned from their classmates about their family traditions. What do other families do similarly to their family? What do they do different? Teacher will check for understanding by listening to discussion, checking for students understanding of what traditions are.
DAY 4
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
Student will be introduced to, and will be able to identify, holidays and celebrations that take place in their community.
Strategies for English Language Learners and Learners with Special Needs
Teacher will recap holidays and celebrations ahead of time with ELL students in student’s native language. Teacher will also provide student with a list of community celebrations with their descriptions in student’s native language. Learners with special needs will be provided with a list of the same community celebrations with illustrations and specific descriptions. During the lesson the EL students will be allowed to respond in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed.
Materials and Resources
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (1.30 minutes)
Student will be able to identify what holidays or celebrations take place in their community.
• Accessing prior knowledge (1.30 minutes)
Teacher will explain that every community has their own traditions. Teacher will engage students by asking them to reflect on what holiday traditions take place in their community. What do you remember seeing around town during Thanksgiving time? What do you remember seeing around town during Christmas time?
• Teacher modeling (10 minutes)
Teacher will talk about the different celebrations that take place in our community. For example, Charro Days are celebrated between February and March, in Brownsville. Border Fest is held annually on the first weekend in March in Hidalgo. Hidalgo Festival of Lights is held each year in December. This festival is the largest light display in Texas, featuring more than 3 million lights and over 500 large lighted displays along a 3 mile trail through Hidalgo, and the festival starts at sunset every night throughout the month of December (Ortiz, 2018).
• Guided Practice (18 minutes)
Students will listen to guest speaker, Sandra Rodriguez, Vice President of the Charro Day committee. Sandra Rodriguez will lead a class discussion, in which she explains the origins of Charro Day, why it is celebrated, and the importance of Charro Day to our community. Sandra Rodriguez will explain that Charro Days began as a way to uplift the community during the Great Depression. In its beginning stages, the festival consisted of “elegant costume balls”, whereas nowadays that no longer takes place. From the beginning, however, there has always been a grand parade. (Ortiz, 2018)
• Practice (independent, partner, group) (15 minutes)
Students will create a short writing sample comparing and contrasting the traditions of Charro Days from when it first originated to the traditions of present day. How has the celebration changed? What has remained the same? What would you like to see incorporated?
• Closure (9 minutes)
Students will recap the main points of their writing sample to the class. Teacher will check for understanding by listening to student’s recaps and checking that their writing sample aligns with the day’s lesson.
DAY 5
Grade Level: 1st grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Objectives 1-2 must be sequential
The students will use their prior knowledge from the lessons that took place throughout the week to complete their project. Students will be able to use the lesson on holidays to create their own holiday.
Strategies for English Language Learners and Learners with Special Needs
Teacher will explain the assignment ahead of time to ELL student and special needs student. Teacher will recap; seasons, national holidays, traditions, and attire in the native language of the ELL students, and answer any questions they may have. Teacher will ensure that students have a clear understanding of the material and the project at hand. During the activity the EL students will be allowed to respond and communicate with their group in their native language. Both EL and Special Needs students will be given extra time to complete their assignment if needed. Teacher will be available to assist students when needed.
Materials and Resources
Poster
Colors/ markers
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students ( 1.30 minutes)
Students will use their prior knowledge to engage in and in-class activity, in which they will bring together the material that they discussed throughout the entire week.
• Accessing prior knowledge (10 minutes)
Teacher will ask for a recap of the week’s lesson. What holidays did we talk about? During what seasons do these take place? What are some of the traditions that go with these holidays? When did they originate, and why are they celebrated? How have some traditions changed over time? What celebrations take place in your community?
• Teacher modeling (3.30 minutes)
Teacher will give instructions for end of lesson project. Students are to make up their own holiday for their community. What are some important events that have occurred in your community that deserve to be celebrated? Who is an important figure in your community who deserves recognition? What is something fun that can be celebrated in your community? What traditions would go with it? When would this celebration take place?
• Guided Practice (5 minutes)
The teacher will give an example of a the holiday they made up. For example, teacher made up a holiday name Merry Pupmas, which takes place every year on April 14. During this holiday, everybody gets the day off of work and school. It is tradition during this holiday to go to all the different animal shelters around your community and play with all the animals that are there. There is a huge celebration at the Edinburg Municipal Park, in which everyone takes an abundance of dog treats and toys for all the puppies from all the shelters to come and enjoy and take home.
• Practice (independent, partner, group) (20 minutes)
In groups, students will create their “Time to Celebrate!” poster in which they will depict their holiday. They will include their own illustrations and descriptions of what the holiday is, the season during which it takes place, the traditions that will go with it, and why it is celebrated or what it celebrates.
• Closure (15 minutes)
Students will have an in-class presentation, during which they will present their holiday. Students will describe and explain their holiday. Teacher will check for understanding by analyzing presentation, using rubric to check for alignment with the lessons.
DAY 6
Grade Level: 1st Grade Number of Students: 22
Standards Social Studies: (b) Knowledge and skills.
(1) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
Standards Science: (b) Knowledge and skills.
(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:
(A) record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (5 minutes)
Student will demonstrate understanding of; what a holiday is, what holidays occur during what seasons, what traditions are, and what celebrations occur in their community.
• Accessing prior knowledge (10 minutes)
Teacher will ask students to recap what they have learned about national holidays. What have we learned about holidays? What are some holidays we talked about and when do they take place? What are the traditions of these holidays? What celebrations and traditions do we have in our community?
• Closure (40 minutes)
Students will take an assessment.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Time to Celebrate Lesson Plan
Subject
The topic of the resource
National Holidays
History/Social Studies
Community
Rio Grande Valley
Holidays
1st grade
Description
An account of the resource
The purpose of this lesson is to help students understand the different holidays, traditions, and celebrations that take place in their community. It is important for students to learn about holidays, because they learn the history behind the holidays. When studying holidays, students learn about historical events that have changed our society. In addition, students learn about important historical figures. This teaches students that people can make important changes in the world, and teaches the importance of honoring and remembering our historical figures. Learning about holidays and holiday traditions teaches students about national unity, as it is one thing that is celebrated across the nation. It allows students to feel a part of a larger community. Lastly, it is vital that students learn about celebrations in their community because it teaches cultural unity, as it teaches them about their own culture and community. This also allows students to feel a part of their own community, and gives them examples of historical figures that they can relate to and look up to. Some of the different holidays that they will learn about are Independence Day, Easter, Labor Day, Thanksgiving, Christmas, Veterans day, Memorial Day, Mother’s Day, and Father’s Day. Students will also learn about celebrations that take place in their community, such as Charro Days and Border Fest.
Creator
An entity primarily responsible for making the resource
Glenda Molina
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI 3335-35, Fall 2018
Publisher
An entity responsible for making the resource available
University of Texas Rio Grande Valley Special Collections and University Archives
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
LessonPlan-CelebrationsHolidays-MolinaGlenda
Rights
Information about rights held in and over the resource
Molina, Glenda. (2018). Time to Celebrate Lesson Plan. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/38
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https://omeka.utrgv.edu/files/original/d0b603b4dd8784ce6b4dfe1d486ad132.pdf
cf3dd804762d5153b81a90563b414e27
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5 Days
Standards
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney;
§117.117. Art, Grade 5, Adopted 2013. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art.
Objectives
1. TSW define a strike and boycott, while associating the two acts with amendments.
2. TSW create a poster supporting the students opinions on what they feel is unfair in their daily lives, either personally or as a society..
Materials
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
● Constitutional Amendments website (https://billofrightsinstitute.org/founding-documents/bill-of-rights/)
● Videos of strikes and boycotts
● Images from Delano Grape Strike
Lesson Plan Text
Lesson 1
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/05/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney;
Standards: §117.117. Art, Grade 5, Adopted 2013. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
Objectives:
1. TSW define a strike and boycott, while associating the two acts with amendments.
2. TSW create a poster supporting the students opinions on what they feel is unfair in their daily lives, either personally or as a society..
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
● Constitutional Amendments website (https://billofrightsinstitute.org/founding-documents/bill-of-rights/)
● Videos of strikes and boycotts
● Images from Delano Grape Strike
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to understand what a strike and boycott are. With their new knowledge, they should be able to analyze common issues and create their own materials to engage in a strike for resolution of such issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they think a strike is.
■ Topics to discuss will include:
● What a strike and boycott is
● Why strikes or boycotts are used
● The difference between peaceful and violent strikes or demonstrations
● Wrong or issues they face
○ Once the class has discussed this, the teacher will show them a video about a famous boycott, the Montgomery Bus Boycott. This will show students what exactly what a boycott is and the impact they have on society.
(https://www.youtube.com/watch?v=QFXQOBsOmRw)
○ The class will then briefly discuss the video.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief introduction to the Grape Strike to provide students with another example of strikes and boycotts, in addition to the information they learned in the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● An overview of what a strike and boycott are
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution
○ The teacher will quickly show students the following website and discuss the information listed under the 2nd Amendment
https://billofrightsinstitute.org/founding-documents/bill-of-rights/
● Where the Grape Strike occurred
● When the Grape Strike occurred
● Why the Grape Strike occurred
○ The teacher will also demonstrate to students how to create effective posters and flyers for striking.
■ This will be accomplished by showing students an example of posters and a flyer that was used during the Grape Strike.
■ The teacher will discuss the necessary components of posters and flyers to contribute effectively to a strike
● Examples for posters include:
○ Stating what you want from the strike (“We want equal pay”) in brief statements
○ Writing large enough for people to see from far away
● Examples for flyers include:
○ Bringing light to current negative situations (“Is it fair for anyone to be paid only $0.25 an hour for 10 hour days?”)
○ Appealing to public
● Guided practice (10 minutes)
○ To prepare students for their individual assignment, the teacher and students will work together to analyze a flyer used during the Grape Strike.
○ The students will begin by reading the flyer silently to themselves, then the teacher will read it aloud to the class.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging
● What did the writer of the flyer want people to understand about this issue
● In what way did the flyer call the public to action
○ The class will then discuss possible statements that could be recorded on posters to support the cause of the writer of the flyer.
■ Examples could include:
● “We Deserve Better Pay”
● “No Improvement, No Grapes”
● “Farm Owners Need Farm Workers”
● Practice (independent, partner, group) (15 minutes)
○ Students will work independently for this project.
○ Students will utilize their newfound knowledge of creating statements for posters regarding certain issues to create their own poster.
○ Each student will be given the opportunity to choose an issue to strike about from a list of common issues that lead to the formation of strikes.
■ Some examples of issues will include the following:
● Higher minimum wage
● Lower tuition for college
● Equal pay for women
■ If a student wishes to discuss an issue that is not on the list, but meaningful to them, approval is needed by the teacher to ensure appropriateness.
■ It is acceptable for more than one student to present a particular issue.
○ Every student will be given a medium sized poster and markers to neatly create their poster.
■ Students will be instructed to incorporate drawings or cut-outs from magazines to highlight the issue they are fighting for.
● Closure (8 minutes)
○ Once students have completed their strike posters, the students will lay them out on their desk.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
■ Students who came up with issues not on the list will be encouraged to discuss this issue to introduce their classmates to additional issues.
Lesson 2
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/06/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the graphic organizer made and check it for accuracy.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (E) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and- contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;
Objectives:
1. TSW discuss the events of two interrelated strikes - the Delano Grape and Melon strike.
2. TSW analyze (compare and contrast) the strikes and create a graphic organizer with supported information.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Documentaries on Delano Grape and Melon Strike
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of this lesson for students is to introduce them to the events of the Grape Strike, as well as the reasons that initiated the strike. The purpose is also to reinforce students’ understanding of how to compare and contrast landmark events that had major impacts on society.
○ Students will engage in a teacher-initiated discussion on the effects that strikes such as the Grape Strike and the 1966 Melon Strike have on communities. The teacher will discuss how strikes such as these can pave the way for positive change amongst small or large groups of people.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned about strikes during the first lesson on the Grape Strike and the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● What a strike is
● Some common reasons for the initiation of a strike
● The difference between peaceful and violent strikes or demonstrations
● The significance of marches conducted during strikes
● Examples of everyday situations that students believe are wrong
○ An example is the situation discussed in the lesson plan on the 1966 Melon Strike with Jamal who wanted to buy a doll but was told he could not because he is a boy.
○ Students will be encouraged to recall the information learned about the 1966 Melon Strike to complement instruction concerning the Grape Strike.
● Teacher modeling (10 minutes)
○ The teacher will continue more in-depth instruction on the Grape Strike, making sure to present information that both differs and relates to the 1966 Melon Strike.
■ Topics to discuss will include:
● Who was involved in the Grape Strike
○ Cesar Chavez
○ Larry Itliong
○ Filipino farm workers (AWOC)
○ Mexican farm workers (NFWA)
● What happened during the Grape Strike
○ Formation of the UFW
○ Nearly 300-mile march
○ Temptations for violence
■ Resolved by Cesar Chavez’s 25-day fast
○ Public boycotting of grapes
● What was the result of the Grape Strike
○ Grape companies signed contracts granting farm workers better pay and more productive working conditions
○ The information listed here will be presented in the documentary on the Delano Grape Strike, which will be shown during this portion of lesson. Discussion on content of video will be discussed after the video is shown.
● Guided practice (7 minutes)
○ The teacher and students will engage in a classwide discussion in which similarities and differences between the Grape Strike and the 1966 Melon Strike will be talked about. Students will be encouraged to acknowledge any similarities and differences they know of between the two strikes, with the teacher guiding them to recognize new ones. This discussion will prepare students to be ready for the next portion of this lesson.
● Practice (independent, partner, group) (15 minutes)
○ Students will be placed in groups of 4 for this part of the lesson.
○ Each group will be given a large sheet of paper and markers.
○ Students will work with their group to develop their own graphic organizer that will be used to portray the similarities and differences of the Grape Strike and the 1966 Melon Strike.
■ Students will use the information discussed during the Guided Practice portion of the lesson to complete this project.
■ Students can choose to create a Venn diagram on their large sheet of paper or they can create their own graphic organizer.
● The teacher will be monitoring to ensure that students are organizing their information neatly.
● Closure (8 minutes)
○ Each group will place their large sheet of Post-It paper somewhere around the classroom.
■ There will be 7 groups.
○ The students will stay with their group to complete a gallery walk in which each group will view each other’s work.
■ Each group will be given about 1 minute to look at the other 6 group’s work, including the content and the organization of the material.
○ After the gallery walk, the entire class will engage in a short discussion recapping what was learned during the lesson.
Lesson 3
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/07/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the research paper written by students and make any revisions, if needed. Additionally, paper will be checked for accuracy but will not be taken for a grade.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources;
Objectives:
1. TSW articulate the leaders of the UFW related to the Delano Grape strike (aside from Cesar Chavez) and appraise their attributes.
2. TSW compose a well written biography with the information found on the leader chosen.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pencil and paper
● Computer
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (2 minutes)
○ The purpose of this lesson is to familiarize students with inspirational people who sought to fight for equality for both Filipino and Mexican farm workers during the Grape Strike.
○ The teacher will briefly go over the objectives for the lesson, specifically the overall goal for them to research and gain an appreciation for one of the heroes of the Grape Strike and the UFW in general.
● Accessing prior knowledge (7 minutes)
○ The class will engage in a discussion on what they have learned so far about Cesar Chavez.
■ Topics that will be discussed about Cesar Chavez include:
● His role in the NFWA and the UFW
● His dedication during the Grape Strike
○ The class will also discuss what they have learned about the Grape Strike. Students will recap this knowledge so they can make the connection to the men and women who led the strike.
■ Topics that will be discussed include:
● The joining of the AWOC and the NFWA to become the UFW
● The result of the Grape Strike
● Teacher modeling (8 minutes)
○ To prepare students for the individual research portion of lesson plan, the teacher will model proper ways to conduct research and format a biography.
■ To prepare students, the teacher will do the following:
● Show students how to conduct proper research using a projector and internet.
○ This includes helping them to distinguish between reliable and unreliable sources (Wikipedia)
● Show students how to organize their information using a graphic organizer or a list.
● Guided practice (7 minutes)
○ The teacher and students will work together to conduct quick research on Cesar Chavez to practice before they work on their own. The information will be organized on a graphic organizer.
■ This practice will provide students with knowledge of how to conduct their own research and organize their findings.
● Practice (independent, partner, group) (20 minutes)
○ For this portion of the lesson, each student will be provided with a list of leaders of the UFW and people who played a significant role in the Grape Strike.
■ Examples of people will include:
● Dolores Huerta
● Philip Vera Cruz
● Larry Itliong
● Benjamin Gines
● Pete Velasco
○ Each student will choose one person from the list and conduct research on that person. This information will be organized by the student into a biography.
■ Examples of information to be included in biography will be:
● Birthdays
● Home life growing up
○ Work life (from childhood to adulthood)
● Their role in the Grape Strike and/or the UFW
● Closure (6 minutes)
○ Once students have completed their biographies, the class will engage in a discussion on the heroes of the Grape Strike
○ Students will be encouraged to discuss the leader that they chose for the biography.
■ All 5 leaders mentioned above must be discussed so that students can learn about other leaders in addition to the one that they researched.
Lesson 4
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/08/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will take notes of each performance and take note of the key concepts/facts students are making. The information provided during the performance will be fact checked and a grade will be given for participation and accuracy of information.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
Standards: §117.119. Theatre, Grade 5, Adopted 2013. (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.
Objectives:
1. TSW arrange a role play where he/she is the activist/leader they previously researched and summarize their life to the class.
2. TSW participate in a class discussion involving current activists and how they compare to the Delano Grape strike leaders.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pen and paper
● Props (for performance)
● Newspaper clipping of activists
● Videos of current activists in the news
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson is for students to be given an opportunity to demonstrate what they know about the leaders from the UFW. The students are also able to connect what they’ve learned about history to our current society.
● Accessing prior knowledge (5 minutes)
○ The teacher will begin a discussion with the students:
■ Topics to discuss will include:
● What is an activist
● What issues are important in today’s society
● What did you learn about the activists researched
● Teacher modeling (8 minutes)
○ The teacher will discuss what he/she learned about Dolores Huerta and perform a quick performance, pretending to be her.
○ Dolores (the teacher) will ask students to do the same with their activists.
● Guided practice (10 minutes)
○ The teacher will search via Google activists today and ask the students how they’re similar to Cesar Chavez, Dolores Huerta, Eugene Nelson etc.
○ Once the students have learned about a few current activists, they’ll be asked to perform in front of the class.
● Practice (independent) (15 minutes)
○ Students will perform a short skit on their activist
■ Example: “Hi, I’m ___. I was born in ____. I was __ years old when I decided to strike against the grape growers. I didn’t think we were being paid enough.” etc
● Closure (5 minutes)
○ Students will reflect via discussion on the new activists they have learned about and share their opinions, questions, comments and concerns.
Lesson 5
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/09/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher will provide a 12 question multiple choice quiz that the students are expected to complete to the best of their ability.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Objectives:
1. TSW reflect on the poster created during lesson 1 and defend what they wrote.
2. TSW have a class discussion analyzing solutions for what they are striking/boycotting.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Posters (created in lesson 1)
● Pen and paper
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to reflect on what a strike and boycott is. All week they worked on learning new information, analyzing it, applying it and now constructing new opinions. They will extend the original lesson, by creating solutions to their daily issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned throughout the week.
■ Topics to discuss will include:
● What a strike and boycott is.
● Why strikes or boycotts are used.
● The difference between peaceful and violent strikes or demonstrations.
● The issues they created posters about.
● Possible solutions and outcomes for these issues.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief summarization of the Delano Grape and Melon strike. He/She will present the poster created (by the teacher) and summarize what was written and why.
■ Topics to discuss will include:
● An overview of what a strike and boycott are.
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution.
● Guided practice (10 minutes)
○ The teacher will ask a student to present the flyer they created and begin summarizing why they created the poster.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging.
● What did the writer of the flyer want people to understand about this issue.
● In what way did the flyer call the public to action.
● What solutions can be presented and why.
● Practice (group) (15 minutes)
○ Students will swap posters around, possibly with their neighbor or students from another group, and will begin analyzing the poster.
○ Students will be asked to formulate solutions for their issues.
■ Example: problem - the cafeteria doesn’t serve good food solution - ask students to create a survey of what they like or don’t like. The cafeteria can then serve what the majority of the school favors.
● Closure (20 minutes)
○ Once students have completed possible solutions for the issues they are striking/boycotting, they will then tape the work to the wall.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
○ Lastly, students will complete at 12 multiple choice quiz assessing the information taught throughout the week.
Lesson 1
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/05/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney;
Standards: §117.117. Art, Grade 5, Adopted 2013. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
Objectives:
1. TSW define a strike and boycott, while associating the two acts with amendments.
2. TSW create a poster supporting the students opinions on what they feel is unfair in their daily lives, either personally or as a society..
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
● Constitutional Amendments website (https://billofrightsinstitute.org/founding-documents/bill-of-rights/)
● Videos of strikes and boycotts
● Images from Delano Grape Strike
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to understand what a strike and boycott are. With their new knowledge, they should be able to analyze common issues and create their own materials to engage in a strike for resolution of such issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they think a strike is.
■ Topics to discuss will include:
● What a strike and boycott is
● Why strikes or boycotts are used
● The difference between peaceful and violent strikes or demonstrations
● Wrong or issues they face
○ Once the class has discussed this, the teacher will show them a video about a famous boycott, the Montgomery Bus Boycott. This will show students what exactly what a boycott is and the impact they have on society.
(https://www.youtube.com/watch?v=QFXQOBsOmRw)
○ The class will then briefly discuss the video.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief introduction to the Grape Strike to provide students with another example of strikes and boycotts, in addition to the information they learned in the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● An overview of what a strike and boycott are
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution
○ The teacher will quickly show students the following website and discuss the information listed under the 2nd Amendment
https://billofrightsinstitute.org/founding-documents/bill-of-rights/
● Where the Grape Strike occurred
● When the Grape Strike occurred
● Why the Grape Strike occurred
○ The teacher will also demonstrate to students how to create effective posters and flyers for striking.
■ This will be accomplished by showing students an example of posters and a flyer that was used during the Grape Strike.
■ The teacher will discuss the necessary components of posters and flyers to contribute effectively to a strike
● Examples for posters include:
○ Stating what you want from the strike (“We want equal pay”) in brief statements
○ Writing large enough for people to see from far away
● Examples for flyers include:
○ Bringing light to current negative situations (“Is it fair for anyone to be paid only $0.25 an hour for 10 hour days?”)
○ Appealing to public
● Guided practice (10 minutes)
○ To prepare students for their individual assignment, the teacher and students will work together to analyze a flyer used during the Grape Strike.
○ The students will begin by reading the flyer silently to themselves, then the teacher will read it aloud to the class.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging
● What did the writer of the flyer want people to understand about this issue
● In what way did the flyer call the public to action
○ The class will then discuss possible statements that could be recorded on posters to support the cause of the writer of the flyer.
■ Examples could include:
● “We Deserve Better Pay”
● “No Improvement, No Grapes”
● “Farm Owners Need Farm Workers”
● Practice (independent, partner, group) (15 minutes)
○ Students will work independently for this project.
○ Students will utilize their newfound knowledge of creating statements for posters regarding certain issues to create their own poster.
○ Each student will be given the opportunity to choose an issue to strike about from a list of common issues that lead to the formation of strikes.
■ Some examples of issues will include the following:
● Higher minimum wage
● Lower tuition for college
● Equal pay for women
■ If a student wishes to discuss an issue that is not on the list, but meaningful to them, approval is needed by the teacher to ensure appropriateness.
■ It is acceptable for more than one student to present a particular issue.
○ Every student will be given a medium sized poster and markers to neatly create their poster.
■ Students will be instructed to incorporate drawings or cut-outs from magazines to highlight the issue they are fighting for.
● Closure (8 minutes)
○ Once students have completed their strike posters, the students will lay them out on their desk.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
■ Students who came up with issues not on the list will be encouraged to discuss this issue to introduce their classmates to additional issues.
Lesson 2
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/06/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the graphic organizer made and check it for accuracy.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (E) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and- contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;
Objectives:
1. TSW discuss the events of two interrelated strikes - the Delano Grape and Melon strike.
2. TSW analyze (compare and contrast) the strikes and create a graphic organizer with supported information.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Documentaries on Delano Grape and Melon Strike
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of this lesson for students is to introduce them to the events of the Grape Strike, as well as the reasons that initiated the strike. The purpose is also to reinforce students’ understanding of how to compare and contrast landmark events that had major impacts on society.
○ Students will engage in a teacher-initiated discussion on the effects that strikes such as the Grape Strike and the 1966 Melon Strike have on communities. The teacher will discuss how strikes such as these can pave the way for positive change amongst small or large groups of people.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned about strikes during the first lesson on the Grape Strike and the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● What a strike is
● Some common reasons for the initiation of a strike
● The difference between peaceful and violent strikes or demonstrations
● The significance of marches conducted during strikes
● Examples of everyday situations that students believe are wrong
○ An example is the situation discussed in the lesson plan on the 1966 Melon Strike with Jamal who wanted to buy a doll but was told he could not because he is a boy.
○ Students will be encouraged to recall the information learned about the 1966 Melon Strike to complement instruction concerning the Grape Strike.
● Teacher modeling (10 minutes)
○ The teacher will continue more in-depth instruction on the Grape Strike, making sure to present information that both differs and relates to the 1966 Melon Strike.
■ Topics to discuss will include:
● Who was involved in the Grape Strike
○ Cesar Chavez
○ Larry Itliong
○ Filipino farm workers (AWOC)
○ Mexican farm workers (NFWA)
● What happened during the Grape Strike
○ Formation of the UFW
○ Nearly 300-mile march
○ Temptations for violence
■ Resolved by Cesar Chavez’s 25-day fast
○ Public boycotting of grapes
● What was the result of the Grape Strike
○ Grape companies signed contracts granting farm workers better pay and more productive working conditions
○ The information listed here will be presented in the documentary on the Delano Grape Strike, which will be shown during this portion of lesson. Discussion on content of video will be discussed after the video is shown.
● Guided practice (7 minutes)
○ The teacher and students will engage in a classwide discussion in which similarities and differences between the Grape Strike and the 1966 Melon Strike will be talked about. Students will be encouraged to acknowledge any similarities and differences they know of between the two strikes, with the teacher guiding them to recognize new ones. This discussion will prepare students to be ready for the next portion of this lesson.
● Practice (independent, partner, group) (15 minutes)
○ Students will be placed in groups of 4 for this part of the lesson.
○ Each group will be given a large sheet of paper and markers.
○ Students will work with their group to develop their own graphic organizer that will be used to portray the similarities and differences of the Grape Strike and the 1966 Melon Strike.
■ Students will use the information discussed during the Guided Practice portion of the lesson to complete this project.
■ Students can choose to create a Venn diagram on their large sheet of paper or they can create their own graphic organizer.
● The teacher will be monitoring to ensure that students are organizing their information neatly.
● Closure (8 minutes)
○ Each group will place their large sheet of Post-It paper somewhere around the classroom.
■ There will be 7 groups.
○ The students will stay with their group to complete a gallery walk in which each group will view each other’s work.
■ Each group will be given about 1 minute to look at the other 6 group’s work, including the content and the organization of the material.
○ After the gallery walk, the entire class will engage in a short discussion recapping what was learned during the lesson.
Lesson 3
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/07/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the research paper written by students and make any revisions, if needed. Additionally, paper will be checked for accuracy but will not be taken for a grade.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources;
Objectives:
1. TSW articulate the leaders of the UFW related to the Delano Grape strike (aside from Cesar Chavez) and appraise their attributes.
2. TSW compose a well written biography with the information found on the leader chosen.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pencil and paper
● Computer
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (2 minutes)
○ The purpose of this lesson is to familiarize students with inspirational people who sought to fight for equality for both Filipino and Mexican farm workers during the Grape Strike.
○ The teacher will briefly go over the objectives for the lesson, specifically the overall goal for them to research and gain an appreciation for one of the heroes of the Grape Strike and the UFW in general.
● Accessing prior knowledge (7 minutes)
○ The class will engage in a discussion on what they have learned so far about Cesar Chavez.
■ Topics that will be discussed about Cesar Chavez include:
● His role in the NFWA and the UFW
● His dedication during the Grape Strike
○ The class will also discuss what they have learned about the Grape Strike. Students will recap this knowledge so they can make the connection to the men and women who led the strike.
■ Topics that will be discussed include:
● The joining of the AWOC and the NFWA to become the UFW
● The result of the Grape Strike
● Teacher modeling (8 minutes)
○ To prepare students for the individual research portion of lesson plan, the teacher will model proper ways to conduct research and format a biography.
■ To prepare students, the teacher will do the following:
● Show students how to conduct proper research using a projector and internet.
○ This includes helping them to distinguish between reliable and unreliable sources (Wikipedia)
● Show students how to organize their information using a graphic organizer or a list.
● Guided practice (7 minutes)
○ The teacher and students will work together to conduct quick research on Cesar Chavez to practice before they work on their own. The information will be organized on a graphic organizer.
■ This practice will provide students with knowledge of how to conduct their own research and organize their findings.
● Practice (independent, partner, group) (20 minutes)
○ For this portion of the lesson, each student will be provided with a list of leaders of the UFW and people who played a significant role in the Grape Strike.
■ Examples of people will include:
● Dolores Huerta
● Philip Vera Cruz
● Larry Itliong
● Benjamin Gines
● Pete Velasco
○ Each student will choose one person from the list and conduct research on that person. This information will be organized by the student into a biography.
■ Examples of information to be included in biography will be:
● Birthdays
● Home life growing up
○ Work life (from childhood to adulthood)
● Their role in the Grape Strike and/or the UFW
● Closure (6 minutes)
○ Once students have completed their biographies, the class will engage in a discussion on the heroes of the Grape Strike
○ Students will be encouraged to discuss the leader that they chose for the biography.
■ All 5 leaders mentioned above must be discussed so that students can learn about other leaders in addition to the one that they researched.
Lesson 4
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/08/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will take notes of each performance and take note of the key concepts/facts students are making. The information provided during the performance will be fact checked and a grade will be given for participation and accuracy of information.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
Standards: §117.119. Theatre, Grade 5, Adopted 2013. (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.
Objectives:
1. TSW arrange a role play where he/she is the activist/leader they previously researched and summarize their life to the class.
2. TSW participate in a class discussion involving current activists and how they compare to the Delano Grape strike leaders.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pen and paper
● Props (for performance)
● Newspaper clipping of activists
● Videos of current activists in the news
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson is for students to be given an opportunity to demonstrate what they know about the leaders from the UFW. The students are also able to connect what they’ve learned about history to our current society.
● Accessing prior knowledge (5 minutes)
○ The teacher will begin a discussion with the students:
■ Topics to discuss will include:
● What is an activist
● What issues are important in today’s society
● What did you learn about the activists researched
● Teacher modeling (8 minutes)
○ The teacher will discuss what he/she learned about Dolores Huerta and perform a quick performance, pretending to be her.
○ Dolores (the teacher) will ask students to do the same with their activists.
● Guided practice (10 minutes)
○ The teacher will search via Google activists today and ask the students how they’re similar to Cesar Chavez, Dolores Huerta, Eugene Nelson etc.
○ Once the students have learned about a few current activists, they’ll be asked to perform in front of the class.
● Practice (independent) (15 minutes)
○ Students will perform a short skit on their activist
■ Example: “Hi, I’m ___. I was born in ____. I was __ years old when I decided to strike against the grape growers. I didn’t think we were being paid enough.” etc
● Closure (5 minutes)
○ Students will reflect via discussion on the new activists they have learned about and share their opinions, questions, comments and concerns.
Lesson 5
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/09/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher will provide a 12 question multiple choice quiz that the students are expected to complete to the best of their ability.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Objectives:
1. TSW reflect on the poster created during lesson 1 and defend what they wrote.
2. TSW have a class discussion analyzing solutions for what they are striking/boycotting.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Posters (created in lesson 1)
● Pen and paper
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to reflect on what a strike and boycott is. All week they worked on learning new information, analyzing it, applying it and now constructing new opinions. They will extend the original lesson, by creating solutions to their daily issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned throughout the week.
■ Topics to discuss will include:
● What a strike and boycott is.
● Why strikes or boycotts are used.
● The difference between peaceful and violent strikes or demonstrations.
● The issues they created posters about.
● Possible solutions and outcomes for these issues.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief summarization of the Delano Grape and Melon strike. He/She will present the poster created (by the teacher) and summarize what was written and why.
■ Topics to discuss will include:
● An overview of what a strike and boycott are.
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution.
● Guided practice (10 minutes)
○ The teacher will ask a student to present the flyer they created and begin summarizing why they created the poster.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging.
● What did the writer of the flyer want people to understand about this issue.
● In what way did the flyer call the public to action.
● What solutions can be presented and why.
● Practice (group) (15 minutes)
○ Students will swap posters around, possibly with their neighbor or students from another group, and will begin analyzing the poster.
○ Students will be asked to formulate solutions for their issues.
■ Example: problem - the cafeteria doesn’t serve good food solution - ask students to create a survey of what they like or don’t like. The cafeteria can then serve what the majority of the school favors.
● Closure (20 minutes)
○ Once students have completed possible solutions for the issues they are striking/boycotting, they will then tape the work to the wall.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
○ Lastly, students will complete at 12 multiple choice quiz assessing the information taught throughout the week.
Lesson 1
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/05/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney;
Standards: §117.117. Art, Grade 5, Adopted 2013. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
Objectives:
1. TSW define a strike and boycott, while associating the two acts with amendments.
2. TSW create a poster supporting the students opinions on what they feel is unfair in their daily lives, either personally or as a society..
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
● Constitutional Amendments website (https://billofrightsinstitute.org/founding-documents/bill-of-rights/)
● Videos of strikes and boycotts
● Images from Delano Grape Strike
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to understand what a strike and boycott are. With their new knowledge, they should be able to analyze common issues and create their own materials to engage in a strike for resolution of such issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they think a strike is.
■ Topics to discuss will include:
● What a strike and boycott is
● Why strikes or boycotts are used
● The difference between peaceful and violent strikes or demonstrations
● Wrong or issues they face
○ Once the class has discussed this, the teacher will show them a video about a famous boycott, the Montgomery Bus Boycott. This will show students what exactly what a boycott is and the impact they have on society.
(https://www.youtube.com/watch?v=QFXQOBsOmRw)
○ The class will then briefly discuss the video.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief introduction to the Grape Strike to provide students with another example of strikes and boycotts, in addition to the information they learned in the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● An overview of what a strike and boycott are
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution
○ The teacher will quickly show students the following website and discuss the information listed under the 2nd Amendment
https://billofrightsinstitute.org/founding-documents/bill-of-rights/
● Where the Grape Strike occurred
● When the Grape Strike occurred
● Why the Grape Strike occurred
○ The teacher will also demonstrate to students how to create effective posters and flyers for striking.
■ This will be accomplished by showing students an example of posters and a flyer that was used during the Grape Strike.
■ The teacher will discuss the necessary components of posters and flyers to contribute effectively to a strike
● Examples for posters include:
○ Stating what you want from the strike (“We want equal pay”) in brief statements
○ Writing large enough for people to see from far away
● Examples for flyers include:
○ Bringing light to current negative situations (“Is it fair for anyone to be paid only $0.25 an hour for 10 hour days?”)
○ Appealing to public
● Guided practice (10 minutes)
○ To prepare students for their individual assignment, the teacher and students will work together to analyze a flyer used during the Grape Strike.
○ The students will begin by reading the flyer silently to themselves, then the teacher will read it aloud to the class.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging
● What did the writer of the flyer want people to understand about this issue
● In what way did the flyer call the public to action
○ The class will then discuss possible statements that could be recorded on posters to support the cause of the writer of the flyer.
■ Examples could include:
● “We Deserve Better Pay”
● “No Improvement, No Grapes”
● “Farm Owners Need Farm Workers”
● Practice (independent, partner, group) (15 minutes)
○ Students will work independently for this project.
○ Students will utilize their newfound knowledge of creating statements for posters regarding certain issues to create their own poster.
○ Each student will be given the opportunity to choose an issue to strike about from a list of common issues that lead to the formation of strikes.
■ Some examples of issues will include the following:
● Higher minimum wage
● Lower tuition for college
● Equal pay for women
■ If a student wishes to discuss an issue that is not on the list, but meaningful to them, approval is needed by the teacher to ensure appropriateness.
■ It is acceptable for more than one student to present a particular issue.
○ Every student will be given a medium sized poster and markers to neatly create their poster.
■ Students will be instructed to incorporate drawings or cut-outs from magazines to highlight the issue they are fighting for.
● Closure (8 minutes)
○ Once students have completed their strike posters, the students will lay them out on their desk.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
■ Students who came up with issues not on the list will be encouraged to discuss this issue to introduce their classmates to additional issues.
Lesson 2
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/06/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the graphic organizer made and check it for accuracy.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (E) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and- contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;
Objectives:
1. TSW discuss the events of two interrelated strikes - the Delano Grape and Melon strike.
2. TSW analyze (compare and contrast) the strikes and create a graphic organizer with supported information.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Documentaries on Delano Grape and Melon Strike
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of this lesson for students is to introduce them to the events of the Grape Strike, as well as the reasons that initiated the strike. The purpose is also to reinforce students’ understanding of how to compare and contrast landmark events that had major impacts on society.
○ Students will engage in a teacher-initiated discussion on the effects that strikes such as the Grape Strike and the 1966 Melon Strike have on communities. The teacher will discuss how strikes such as these can pave the way for positive change amongst small or large groups of people.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned about strikes during the first lesson on the Grape Strike and the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● What a strike is
● Some common reasons for the initiation of a strike
● The difference between peaceful and violent strikes or demonstrations
● The significance of marches conducted during strikes
● Examples of everyday situations that students believe are wrong
○ An example is the situation discussed in the lesson plan on the 1966 Melon Strike with Jamal who wanted to buy a doll but was told he could not because he is a boy.
○ Students will be encouraged to recall the information learned about the 1966 Melon Strike to complement instruction concerning the Grape Strike.
● Teacher modeling (10 minutes)
○ The teacher will continue more in-depth instruction on the Grape Strike, making sure to present information that both differs and relates to the 1966 Melon Strike.
■ Topics to discuss will include:
● Who was involved in the Grape Strike
○ Cesar Chavez
○ Larry Itliong
○ Filipino farm workers (AWOC)
○ Mexican farm workers (NFWA)
● What happened during the Grape Strike
○ Formation of the UFW
○ Nearly 300-mile march
○ Temptations for violence
■ Resolved by Cesar Chavez’s 25-day fast
○ Public boycotting of grapes
● What was the result of the Grape Strike
○ Grape companies signed contracts granting farm workers better pay and more productive working conditions
○ The information listed here will be presented in the documentary on the Delano Grape Strike, which will be shown during this portion of lesson. Discussion on content of video will be discussed after the video is shown.
● Guided practice (7 minutes)
○ The teacher and students will engage in a classwide discussion in which similarities and differences between the Grape Strike and the 1966 Melon Strike will be talked about. Students will be encouraged to acknowledge any similarities and differences they know of between the two strikes, with the teacher guiding them to recognize new ones. This discussion will prepare students to be ready for the next portion of this lesson.
● Practice (independent, partner, group) (15 minutes)
○ Students will be placed in groups of 4 for this part of the lesson.
○ Each group will be given a large sheet of paper and markers.
○ Students will work with their group to develop their own graphic organizer that will be used to portray the similarities and differences of the Grape Strike and the 1966 Melon Strike.
■ Students will use the information discussed during the Guided Practice portion of the lesson to complete this project.
■ Students can choose to create a Venn diagram on their large sheet of paper or they can create their own graphic organizer.
● The teacher will be monitoring to ensure that students are organizing their information neatly.
● Closure (8 minutes)
○ Each group will place their large sheet of Post-It paper somewhere around the classroom.
■ There will be 7 groups.
○ The students will stay with their group to complete a gallery walk in which each group will view each other’s work.
■ Each group will be given about 1 minute to look at the other 6 group’s work, including the content and the organization of the material.
○ After the gallery walk, the entire class will engage in a short discussion recapping what was learned during the lesson.
Lesson 3
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/07/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the research paper written by students and make any revisions, if needed. Additionally, paper will be checked for accuracy but will not be taken for a grade.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources;
Objectives:
1. TSW articulate the leaders of the UFW related to the Delano Grape strike (aside from Cesar Chavez) and appraise their attributes.
2. TSW compose a well written biography with the information found on the leader chosen.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pencil and paper
● Computer
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (2 minutes)
○ The purpose of this lesson is to familiarize students with inspirational people who sought to fight for equality for both Filipino and Mexican farm workers during the Grape Strike.
○ The teacher will briefly go over the objectives for the lesson, specifically the overall goal for them to research and gain an appreciation for one of the heroes of the Grape Strike and the UFW in general.
● Accessing prior knowledge (7 minutes)
○ The class will engage in a discussion on what they have learned so far about Cesar Chavez.
■ Topics that will be discussed about Cesar Chavez include:
● His role in the NFWA and the UFW
● His dedication during the Grape Strike
○ The class will also discuss what they have learned about the Grape Strike. Students will recap this knowledge so they can make the connection to the men and women who led the strike.
■ Topics that will be discussed include:
● The joining of the AWOC and the NFWA to become the UFW
● The result of the Grape Strike
● Teacher modeling (8 minutes)
○ To prepare students for the individual research portion of lesson plan, the teacher will model proper ways to conduct research and format a biography.
■ To prepare students, the teacher will do the following:
● Show students how to conduct proper research using a projector and internet.
○ This includes helping them to distinguish between reliable and unreliable sources (Wikipedia)
● Show students how to organize their information using a graphic organizer or a list.
● Guided practice (7 minutes)
○ The teacher and students will work together to conduct quick research on Cesar Chavez to practice before they work on their own. The information will be organized on a graphic organizer.
■ This practice will provide students with knowledge of how to conduct their own research and organize their findings.
● Practice (independent, partner, group) (20 minutes)
○ For this portion of the lesson, each student will be provided with a list of leaders of the UFW and people who played a significant role in the Grape Strike.
■ Examples of people will include:
● Dolores Huerta
● Philip Vera Cruz
● Larry Itliong
● Benjamin Gines
● Pete Velasco
○ Each student will choose one person from the list and conduct research on that person. This information will be organized by the student into a biography.
■ Examples of information to be included in biography will be:
● Birthdays
● Home life growing up
○ Work life (from childhood to adulthood)
● Their role in the Grape Strike and/or the UFW
● Closure (6 minutes)
○ Once students have completed their biographies, the class will engage in a discussion on the heroes of the Grape Strike
○ Students will be encouraged to discuss the leader that they chose for the biography.
■ All 5 leaders mentioned above must be discussed so that students can learn about other leaders in addition to the one that they researched.
Lesson 4
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/08/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will take notes of each performance and take note of the key concepts/facts students are making. The information provided during the performance will be fact checked and a grade will be given for participation and accuracy of information.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
Standards: §117.119. Theatre, Grade 5, Adopted 2013. (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.
Objectives:
1. TSW arrange a role play where he/she is the activist/leader they previously researched and summarize their life to the class.
2. TSW participate in a class discussion involving current activists and how they compare to the Delano Grape strike leaders.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pen and paper
● Props (for performance)
● Newspaper clipping of activists
● Videos of current activists in the news
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson is for students to be given an opportunity to demonstrate what they know about the leaders from the UFW. The students are also able to connect what they’ve learned about history to our current society.
● Accessing prior knowledge (5 minutes)
○ The teacher will begin a discussion with the students:
■ Topics to discuss will include:
● What is an activist
● What issues are important in today’s society
● What did you learn about the activists researched
● Teacher modeling (8 minutes)
○ The teacher will discuss what he/she learned about Dolores Huerta and perform a quick performance, pretending to be her.
○ Dolores (the teacher) will ask students to do the same with their activists.
● Guided practice (10 minutes)
○ The teacher will search via Google activists today and ask the students how they’re similar to Cesar Chavez, Dolores Huerta, Eugene Nelson etc.
○ Once the students have learned about a few current activists, they’ll be asked to perform in front of the class.
● Practice (independent) (15 minutes)
○ Students will perform a short skit on their activist
■ Example: “Hi, I’m ___. I was born in ____. I was __ years old when I decided to strike against the grape growers. I didn’t think we were being paid enough.” etc
● Closure (5 minutes)
○ Students will reflect via discussion on the new activists they have learned about and share their opinions, questions, comments and concerns.
Lesson 5
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/09/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher will provide a 12 question multiple choice quiz that the students are expected to complete to the best of their ability.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Objectives:
1. TSW reflect on the poster created during lesson 1 and defend what they wrote.
2. TSW have a class discussion analyzing solutions for what they are striking/boycotting.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Posters (created in lesson 1)
● Pen and paper
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to reflect on what a strike and boycott is. All week they worked on learning new information, analyzing it, applying it and now constructing new opinions. They will extend the original lesson, by creating solutions to their daily issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned throughout the week.
■ Topics to discuss will include:
● What a strike and boycott is.
● Why strikes or boycotts are used.
● The difference between peaceful and violent strikes or demonstrations.
● The issues they created posters about.
● Possible solutions and outcomes for these issues.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief summarization of the Delano Grape and Melon strike. He/She will present the poster created (by the teacher) and summarize what was written and why.
■ Topics to discuss will include:
● An overview of what a strike and boycott are.
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution.
● Guided practice (10 minutes)
○ The teacher will ask a student to present the flyer they created and begin summarizing why they created the poster.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging.
● What did the writer of the flyer want people to understand about this issue.
● In what way did the flyer call the public to action.
● What solutions can be presented and why.
● Practice (group) (15 minutes)
○ Students will swap posters around, possibly with their neighbor or students from another group, and will begin analyzing the poster.
○ Students will be asked to formulate solutions for their issues.
■ Example: problem - the cafeteria doesn’t serve good food solution - ask students to create a survey of what they like or don’t like. The cafeteria can then serve what the majority of the school favors.
● Closure (20 minutes)
○ Once students have completed possible solutions for the issues they are striking/boycotting, they will then tape the work to the wall.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
○ Lastly, students will complete at 12 multiple choice quiz assessing the information taught throughout the week.
Lesson 1
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/05/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney;
Standards: §117.117. Art, Grade 5, Adopted 2013. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
Objectives:
1. TSW define a strike and boycott, while associating the two acts with amendments.
2. TSW create a poster supporting the students opinions on what they feel is unfair in their daily lives, either personally or as a society..
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
● Constitutional Amendments website (https://billofrightsinstitute.org/founding-documents/bill-of-rights/)
● Videos of strikes and boycotts
● Images from Delano Grape Strike
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to understand what a strike and boycott are. With their new knowledge, they should be able to analyze common issues and create their own materials to engage in a strike for resolution of such issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they think a strike is.
■ Topics to discuss will include:
● What a strike and boycott is
● Why strikes or boycotts are used
● The difference between peaceful and violent strikes or demonstrations
● Wrong or issues they face
○ Once the class has discussed this, the teacher will show them a video about a famous boycott, the Montgomery Bus Boycott. This will show students what exactly what a boycott is and the impact they have on society.
(https://www.youtube.com/watch?v=QFXQOBsOmRw)
○ The class will then briefly discuss the video.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief introduction to the Grape Strike to provide students with another example of strikes and boycotts, in addition to the information they learned in the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● An overview of what a strike and boycott are
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution
○ The teacher will quickly show students the following website and discuss the information listed under the 2nd Amendment
https://billofrightsinstitute.org/founding-documents/bill-of-rights/
● Where the Grape Strike occurred
● When the Grape Strike occurred
● Why the Grape Strike occurred
○ The teacher will also demonstrate to students how to create effective posters and flyers for striking.
■ This will be accomplished by showing students an example of posters and a flyer that was used during the Grape Strike.
■ The teacher will discuss the necessary components of posters and flyers to contribute effectively to a strike
● Examples for posters include:
○ Stating what you want from the strike (“We want equal pay”) in brief statements
○ Writing large enough for people to see from far away
● Examples for flyers include:
○ Bringing light to current negative situations (“Is it fair for anyone to be paid only $0.25 an hour for 10 hour days?”)
○ Appealing to public
● Guided practice (10 minutes)
○ To prepare students for their individual assignment, the teacher and students will work together to analyze a flyer used during the Grape Strike.
○ The students will begin by reading the flyer silently to themselves, then the teacher will read it aloud to the class.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging
● What did the writer of the flyer want people to understand about this issue
● In what way did the flyer call the public to action
○ The class will then discuss possible statements that could be recorded on posters to support the cause of the writer of the flyer.
■ Examples could include:
● “We Deserve Better Pay”
● “No Improvement, No Grapes”
● “Farm Owners Need Farm Workers”
● Practice (independent, partner, group) (15 minutes)
○ Students will work independently for this project.
○ Students will utilize their newfound knowledge of creating statements for posters regarding certain issues to create their own poster.
○ Each student will be given the opportunity to choose an issue to strike about from a list of common issues that lead to the formation of strikes.
■ Some examples of issues will include the following:
● Higher minimum wage
● Lower tuition for college
● Equal pay for women
■ If a student wishes to discuss an issue that is not on the list, but meaningful to them, approval is needed by the teacher to ensure appropriateness.
■ It is acceptable for more than one student to present a particular issue.
○ Every student will be given a medium sized poster and markers to neatly create their poster.
■ Students will be instructed to incorporate drawings or cut-outs from magazines to highlight the issue they are fighting for.
● Closure (8 minutes)
○ Once students have completed their strike posters, the students will lay them out on their desk.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
■ Students who came up with issues not on the list will be encouraged to discuss this issue to introduce their classmates to additional issues.
Lesson 2
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/06/18 at 2:30 PM (50 min lesson)
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the graphic organizer made and check it for accuracy.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (E) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and- contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;
Objectives:
1. TSW discuss the events of two interrelated strikes - the Delano Grape and Melon strike.
2. TSW analyze (compare and contrast) the strikes and create a graphic organizer with supported information.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Documentaries on Delano Grape and Melon Strike
● Writing utensils (pencil and markers)
● Post it paper (or large piece of paper)
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of this lesson for students is to introduce them to the events of the Grape Strike, as well as the reasons that initiated the strike. The purpose is also to reinforce students’ understanding of how to compare and contrast landmark events that had major impacts on society.
○ Students will engage in a teacher-initiated discussion on the effects that strikes such as the Grape Strike and the 1966 Melon Strike have on communities. The teacher will discuss how strikes such as these can pave the way for positive change amongst small or large groups of people.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned about strikes during the first lesson on the Grape Strike and the lesson on the 1966 Melon Strike.
■ Topics to discuss will include:
● What a strike is
● Some common reasons for the initiation of a strike
● The difference between peaceful and violent strikes or demonstrations
● The significance of marches conducted during strikes
● Examples of everyday situations that students believe are wrong
○ An example is the situation discussed in the lesson plan on the 1966 Melon Strike with Jamal who wanted to buy a doll but was told he could not because he is a boy.
○ Students will be encouraged to recall the information learned about the 1966 Melon Strike to complement instruction concerning the Grape Strike.
● Teacher modeling (10 minutes)
○ The teacher will continue more in-depth instruction on the Grape Strike, making sure to present information that both differs and relates to the 1966 Melon Strike.
■ Topics to discuss will include:
● Who was involved in the Grape Strike
○ Cesar Chavez
○ Larry Itliong
○ Filipino farm workers (AWOC)
○ Mexican farm workers (NFWA)
● What happened during the Grape Strike
○ Formation of the UFW
○ Nearly 300-mile march
○ Temptations for violence
■ Resolved by Cesar Chavez’s 25-day fast
○ Public boycotting of grapes
● What was the result of the Grape Strike
○ Grape companies signed contracts granting farm workers better pay and more productive working conditions
○ The information listed here will be presented in the documentary on the Delano Grape Strike, which will be shown during this portion of lesson. Discussion on content of video will be discussed after the video is shown.
● Guided practice (7 minutes)
○ The teacher and students will engage in a classwide discussion in which similarities and differences between the Grape Strike and the 1966 Melon Strike will be talked about. Students will be encouraged to acknowledge any similarities and differences they know of between the two strikes, with the teacher guiding them to recognize new ones. This discussion will prepare students to be ready for the next portion of this lesson.
● Practice (independent, partner, group) (15 minutes)
○ Students will be placed in groups of 4 for this part of the lesson.
○ Each group will be given a large sheet of paper and markers.
○ Students will work with their group to develop their own graphic organizer that will be used to portray the similarities and differences of the Grape Strike and the 1966 Melon Strike.
■ Students will use the information discussed during the Guided Practice portion of the lesson to complete this project.
■ Students can choose to create a Venn diagram on their large sheet of paper or they can create their own graphic organizer.
● The teacher will be monitoring to ensure that students are organizing their information neatly.
● Closure (8 minutes)
○ Each group will place their large sheet of Post-It paper somewhere around the classroom.
■ There will be 7 groups.
○ The students will stay with their group to complete a gallery walk in which each group will view each other’s work.
■ Each group will be given about 1 minute to look at the other 6 group’s work, including the content and the organization of the material.
○ After the gallery walk, the entire class will engage in a short discussion recapping what was learned during the lesson.
Lesson 3
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/07/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will also review the research paper written by students and make any revisions, if needed. Additionally, paper will be checked for accuracy but will not be taken for a grade.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources;
Objectives:
1. TSW articulate the leaders of the UFW related to the Delano Grape strike (aside from Cesar Chavez) and appraise their attributes.
2. TSW compose a well written biography with the information found on the leader chosen.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pencil and paper
● Computer
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (2 minutes)
○ The purpose of this lesson is to familiarize students with inspirational people who sought to fight for equality for both Filipino and Mexican farm workers during the Grape Strike.
○ The teacher will briefly go over the objectives for the lesson, specifically the overall goal for them to research and gain an appreciation for one of the heroes of the Grape Strike and the UFW in general.
● Accessing prior knowledge (7 minutes)
○ The class will engage in a discussion on what they have learned so far about Cesar Chavez.
■ Topics that will be discussed about Cesar Chavez include:
● His role in the NFWA and the UFW
● His dedication during the Grape Strike
○ The class will also discuss what they have learned about the Grape Strike. Students will recap this knowledge so they can make the connection to the men and women who led the strike.
■ Topics that will be discussed include:
● The joining of the AWOC and the NFWA to become the UFW
● The result of the Grape Strike
● Teacher modeling (8 minutes)
○ To prepare students for the individual research portion of lesson plan, the teacher will model proper ways to conduct research and format a biography.
■ To prepare students, the teacher will do the following:
● Show students how to conduct proper research using a projector and internet.
○ This includes helping them to distinguish between reliable and unreliable sources (Wikipedia)
● Show students how to organize their information using a graphic organizer or a list.
● Guided practice (7 minutes)
○ The teacher and students will work together to conduct quick research on Cesar Chavez to practice before they work on their own. The information will be organized on a graphic organizer.
■ This practice will provide students with knowledge of how to conduct their own research and organize their findings.
● Practice (independent, partner, group) (20 minutes)
○ For this portion of the lesson, each student will be provided with a list of leaders of the UFW and people who played a significant role in the Grape Strike.
■ Examples of people will include:
● Dolores Huerta
● Philip Vera Cruz
● Larry Itliong
● Benjamin Gines
● Pete Velasco
○ Each student will choose one person from the list and conduct research on that person. This information will be organized by the student into a biography.
■ Examples of information to be included in biography will be:
● Birthdays
● Home life growing up
○ Work life (from childhood to adulthood)
● Their role in the Grape Strike and/or the UFW
● Closure (6 minutes)
○ Once students have completed their biographies, the class will engage in a discussion on the heroes of the Grape Strike
○ Students will be encouraged to discuss the leader that they chose for the biography.
■ All 5 leaders mentioned above must be discussed so that students can learn about other leaders in addition to the one that they researched.
Lesson 4
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/08/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher(s) is expected to monitor students and their understanding of the material. He/She will ask probing questions throughout the lesson and make notes of any challenges the students are facing. He/She will take notes of each performance and take note of the key concepts/facts students are making. The information provided during the performance will be fact checked and a grade will be given for participation and accuracy of information.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
Standards: §117.119. Theatre, Grade 5, Adopted 2013. (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.
Objectives:
1. TSW arrange a role play where he/she is the activist/leader they previously researched and summarize their life to the class.
2. TSW participate in a class discussion involving current activists and how they compare to the Delano Grape strike leaders.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Pen and paper
● Props (for performance)
● Newspaper clipping of activists
● Videos of current activists in the news
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson is for students to be given an opportunity to demonstrate what they know about the leaders from the UFW. The students are also able to connect what they’ve learned about history to our current society.
● Accessing prior knowledge (5 minutes)
○ The teacher will begin a discussion with the students:
■ Topics to discuss will include:
● What is an activist
● What issues are important in today’s society
● What did you learn about the activists researched
● Teacher modeling (8 minutes)
○ The teacher will discuss what he/she learned about Dolores Huerta and perform a quick performance, pretending to be her.
○ Dolores (the teacher) will ask students to do the same with their activists.
● Guided practice (10 minutes)
○ The teacher will search via Google activists today and ask the students how they’re similar to Cesar Chavez, Dolores Huerta, Eugene Nelson etc.
○ Once the students have learned about a few current activists, they’ll be asked to perform in front of the class.
● Practice (independent) (15 minutes)
○ Students will perform a short skit on their activist
■ Example: “Hi, I’m ___. I was born in ____. I was __ years old when I decided to strike against the grape growers. I didn’t think we were being paid enough.” etc
● Closure (5 minutes)
○ Students will reflect via discussion on the new activists they have learned about and share their opinions, questions, comments and concerns.
Lesson 5
Your name: Date and Time of Lesson:
Erika Saenz and Kelly Wright 11/09/18 at 2:30 PM
Grade Level: Number of Students:
5th grade 28
Assessment (formal and/or informal): The teacher will provide a 12 question multiple choice quiz that the students are expected to complete to the best of their ability.
Standards: §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. (26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
Standards: §110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Objectives:
1. TSW reflect on the poster created during lesson 1 and defend what they wrote.
2. TSW have a class discussion analyzing solutions for what they are striking/boycotting.
Strategies for English Language Learners and Learners with Special Needs
● ELL’s and SPED students will be grouped with general ed students.
● A checklist will be written on the board and verbal reminders will be made.
● A model of the end product will be provided.
● Expectations will be visible on the board with images.
● Consistent monitoring and teacher support will be available.
Materials and Resources
● Posters (created in lesson 1)
● Pen and paper
Instructional Sequence (instructional strategies and learning tasks)
● The purpose of the lesson for students (5 minutes)
○ The purpose of the lesson for students is to reflect on what a strike and boycott is. All week they worked on learning new information, analyzing it, applying it and now constructing new opinions. They will extend the original lesson, by creating solutions to their daily issues.
● Accessing prior knowledge (5 minutes)
○ The teacher and students will engage in a classwide discussion on what they learned throughout the week.
■ Topics to discuss will include:
● What a strike and boycott is.
● Why strikes or boycotts are used.
● The difference between peaceful and violent strikes or demonstrations.
● The issues they created posters about.
● Possible solutions and outcomes for these issues.
● Teacher modeling (8 minutes)
○ The teacher will begin a brief summarization of the Delano Grape and Melon strike. He/She will present the poster created (by the teacher) and summarize what was written and why.
■ Topics to discuss will include:
● An overview of what a strike and boycott are.
○ Peaceful strikes and boycotts are protected by the 2nd Amendment of the United States Constitution.
● Guided practice (10 minutes)
○ The teacher will ask a student to present the flyer they created and begin summarizing why they created the poster.
○ Once read, the class will engage in a discussion on the content of the flyer.
■ Topics to be discussed will include:
● What issue the flyer was acknowledging.
● What did the writer of the flyer want people to understand about this issue.
● In what way did the flyer call the public to action.
● What solutions can be presented and why.
● Practice (group) (15 minutes)
○ Students will swap posters around, possibly with their neighbor or students from another group, and will begin analyzing the poster.
○ Students will be asked to formulate solutions for their issues.
■ Example: problem - the cafeteria doesn’t serve good food solution - ask students to create a survey of what they like or don’t like. The cafeteria can then serve what the majority of the school favors.
● Closure (20 minutes)
○ Once students have completed possible solutions for the issues they are striking/boycotting, they will then tape the work to the wall.
○ The class will then participate in a gallery walk in which they will walk around and look at their classmates posters.
○ The teacher and students will then return to their seat and engage in a discussion on some of the topics chosen.
■ The teacher will ask students to volunteer to discuss the issues they talked about.
○ Lastly, students will complete at 12 multiple choice quiz assessing the information taught throughout the week.
Dublin Core
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Title
A name given to the resource
Grape Strike Lesson Plans
Subject
The topic of the resource
Non-Violent Strikes
Strikes
Description
An account of the resource
The purpose of this lesson is to reinforce students’ understandings of reasons for nonviolent strikes, while also promoting the peaceful collaboration of different racial and ethnic groups, as expressed by the Filipino and Mexican farm workers joining forces. Throughout the lesson, the essential questions are: How were the farm workers in the Grape Strike able to integrate public action in their struggle for fair pay and better working conditions? In what way did the Grape Strike relate to the 1966 Melon Strike that occured in the Rio Grande Valley? The student will research and discuss the issues that led up to the Grape Strike, understand the actions of Cesar Chavez in the Grape Strike, compare and contrast the Grape Strike to the 1966 Melon Strike, use their new knowledge of the events of the Grape Strike to organize their own classroom and strike with posters reflecting issues of their choosing. The two parts of the mission statement that guided our lesson was promoting “research” and “creative works”. For this lesson, students are encouraged to conduct research on the Grape Strike, while also utilizing that information to organize their own strike. The pedagogical framework utilized for this lesson is that of the Critical Education theory by Paulo Freire that encourages collaboration of teachers and students as politically and socially aware members of society (Annenberg Learner, n.d.). The lesson is thematic (integrated subjects) and uses these keywords: Financial security, impatience, sacrifice, nonviolence, social justice, and boycott.
Creator
An entity primarily responsible for making the resource
Erika Renee Saenz
Kelly Wright
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI 3335.31 , Fall 2018
Publisher
An entity responsible for making the resource available
The University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Rio Grande Valley
Rights
Information about rights held in and over the resource
Saenz Renee, Erika & Wright, Kelly. (2018). Grape Strike Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/39
primary source
-
https://omeka.utrgv.edu/files/original/d4cae384e35f5c7cacfce42e1ee2b85b.pdf
31a64174e37c7a124f57f195703a2f3f
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5-7 Days
Standards
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
(17) Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to:
(D) describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day
Objectives
To recognize heritage, culture and communities and identify ways to empower and engage these communities with classroom curriculum and instruction.
Materials
https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be
https://www.youtube.com/watch?v=8Jbp_PPMNA8
Lesson Plan Text
Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez
Grade Level: 5th Number of Students: 27
Assessment (formal and/or informal) Informal
Standards Social Studies
Recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice.
Standards English Language Arts
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Strategies for English Language Learners and Learners with Special Needs
Supplemental readings in L1 along with lower level readers of same story. Associated illustrations for story for visual understanding. Sentence stems for ELL to use for discussion purposes.
Materials and Resources
video link
https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be https://www.youtube.com/watch?v=8Jbp_PPMNA8
Instructional Sequence (instructional strategies and learning tasks)
Juneteenth is a celebration of the day in 1865 that word of Lincoln's signing of the Emancipation Proclamation, freeing all slaves, made its way to the state of Texas. The celebration name is a combination of "June" and "Nineteenth"—the day that the celebration takes place.
Show video of Juneteenth celebration in Edinburg, Texas.
https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be
Read book “Juneteenth Jamboree”. Show video https://www.youtube.com/watch?v=8Jbp_PPMNA8
● the purpose of the lesson for students ( 5 minutes)
● Accessing prior knowledge ( 15 minutes)
● Teacher modeling ( 5 minutes)
● Guided Practice ( 10 minutes)
● Practice (independent, partner, group) ( 13 minutes)
● Closure ( 2 minutes)
Monitoring for student learning/understanding. Describe the instructional strategies
Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez
Grade Level: 5th Number of Students: 27
Assessment (formal and/or informal) Informal
Standards Social Studies Give examples of how government does or does not provide for the needs and wants of people, establish order and security, and manage conflict.
Standards English Language Arts Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
Strategies for English Language Learners and Learners with Special Needs
Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
Materials and Resources
http://www.tshaonline.org/handbook/online/articles/lkj01.
United States (A Nation Divided) map in 1865
Instructional Sequence (instructional strategies and learning tasks)
Distribute the handout Juneteenth Celebration. Have students participate in a reading activity (read aloud, silent reading, differentiated instruction activity). Distribute a 1865 United States map (provided). Write the following question on the board: a. Discuss reasons why you think that it took nearly 3 years for news of emancipation to travel from Washington, D.C., to Galveston, Texas. b. Distribute a copy of the “A Nation Divided 1861 -1865 map.” c. Ask students to discuss challenges the messenger may have experienced traveling through the Northern and Southern states?
● the purpose of the lesson for students ( 2 minutes)
● Accessing prior knowledge ( 5 minutes)
● Teacher modeling ( 10 minutes)
● Guided Practice ( 5 minutes)
● Practice (independent, partner, group) ( 20 minutes)
● Closure ( 3 minutes)
Monitoring for student learning/understanding. Describe the instructional strategies
Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez
Grade Level: 5th Number of Students: 27
Assessment (formal and/or informal) Informal
Standards Social Studies Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
Standards English Language Arts Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of grade level texts complexity band independently and proficiently.
Strategies for English Language Learners and Learners with Special Needs
Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
Materials and Resources
Venn Diagram Template
Instructional Sequence (instructional strategies and learning tasks)
Ask students to continue their discussion about the challenges the messenger may have experienced traveling through the Northern and Southern states? Create a venn diagram on the board; discuss today’s means of communication, specifically information that can travel instantaneously, for example the internet. Therefore, the idea that an important government announcement took almost 3 years to travel from Washington, D.C., to Galveston, Texas, seems unbelievable. Although Abraham Lincoln signed the Emancipation Proclamation on September 22, 1862, the slaves in Texas did not hear that they had been freed until June 19, 1865. Distribute the venn diagram (provided) to students; Compare today’s means of communication and communication used in 1865.
● the purpose of the lesson for students ( 3 minutes)
● Accessing prior knowledge ( 2 minutes)
● Teacher modeling ( 5 minutes)
● Guided Practice ( 15 minutes)
● Practice (independent, partner, group) ( 15 minutes)
● Closure ( 5 minutes)
Monitoring for student learning/understanding. Describe the instructional strategies
Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez
Grade Level: 5th Number of Students: 27
Assessment (formal and/or informal) Informal
Standards Social Studies Demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views.
Standards English Language Arts Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Strategies for English Language Learners and Learners with Special Needs
Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
Materials and Resources
http://www.juneteenth.com
Instructional Sequence (instructional strategies and learning tasks)
This announcement prompted spontaneous celebrations in the streets. African Americans celebrate Juneteenth (a combination of June and nineteenth) as a legal holiday in Texas and throughout the United States with parades, prayers, picnics, games, and family gatherings. A reading of the Emancipation Proclamation marks the beginning of many local festivities. Discuss the local Juneteenth celebrations in and around South Texas. Have students discuss Juneteenth, highlight the fact that Juneteenth remains one of the few U.S. holidays that does not have a commercial component. Ask students to brainstorm and identify other non-commercial holidays and speculate on what has protected them from exploitation. A legend tells that Abraham Lincoln's messenger to Texas had an ornery mule and that is why the news took so long to arrive. Debate whether the length of time was intentional or accidental.
● the purpose of the lesson for students ( 2 minutes)
● Accessing prior knowledge ( 5 minutes)
● Teacher modeling ( 5 minutes)
● Guided Practice ( 7 minutes)
● Practice (independent, partner, group) ( 23 minutes)
● Closure ( 3 minutes)
Monitoring for student learning/understanding. Describe the instructional strategies
Your Name: Aleyda Pena, Gabrielle Flores, Lindsey Skalitsky & Jessica Gomez
Grade Level: 5th Number of Students: 27
Assessment (formal and/or informal) Formal
Standards Social Studies Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
Standards English Language Arts Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Strategies for English Language Learners and Learners with Special Needs
Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
Materials and Resources
Assessments: Venn Diagram & Alternate Ending Composition
Instructional Sequence (instructional strategies and learning tasks)
Juneteenth has grown into a heritage-centered event that focuses on family, community, education, and achievement—but its origins are still very important. How does the historical background of the day, as a celebration of freedom for the slaves of Texas, compare to other important celebrations of freedom in the United States? Juneteenth remains one of the few U. S. holidays that does not have a commercial component. Students identify other non-commercial holidays and speculate on what has protected them from exploitation. Students then create a venn diagram comparing Juneteenth to another Nationally recognized holiday. Students construct a composition that has to do with Juneteenth and also create an alternate ending to the situation.
● the purpose of the lesson for students ( 1 minutes)
● Accessing prior knowledge ( 5 minutes)
● Teacher modeling ( 4 minutes)
● Guided Practice ( 0 minutes)
● Practice (independent, partner, group) ( 0 minutes)
● Closure/ Assessment ( 35 minutes)
Monitoring for student learning/understanding. Describe the instructional strategies
Goals or Mission: To transform the Rio Grande Valley, the Americas, and the world through an innovative and accessible educational environment that promotes student success, research, creative works, health and well-being, community engagement, sustainable development, and commercialization of university discoveries.
1. Learning Goals/Standards: As a class, discuss the overall importance of the Emancipation Proclamation to the slaves and the white people who lived in the country during this time period. How did this change the country forever?
2. Rationale: Although part of the school curriculum, content standards, or ELD standards, why is this content important for your students to learn?
3. Identifying and supporting language needs: Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
4. Accessing prior knowledge and building upon students’ backgrounds, interests and needs: In cities across the country, people of all races, nationalities and religions are joining hands to truthfully acknowledge a period in our history that shaped and continues to influence our society today. Sensitized to the conditions and experiences of others, only then can we make significant and lasting improvements in our society.
5. Materials and Instructional Sequence: https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be https://www.youtube.com/watch?v=8Jbp_PPMNA8
http://www.juneteenth.com https://www.archives.gov/education/lessons/civil-war-docs
6. Assessment: Today Juneteenth commemorates African American freedom and emphasizes education and achievement. It is a day, a week, and in some areas a month marked with celebrations, guest speakers, picnics and family gatherings. It is a time for reflection and rejoicing. It is a time for assessment, self-improvement and for planning the future. Its growing popularity signifies a level of maturity and dignity in America long overdue.
7. Accommodations: Invite your students to compare Juneteenth celebrations to Fourth of July celebrations, using the Venn Diagram. What events take place on the two days? What do people do? How are the events described in the media? When students notice differences between the celebrations, ask them to hypothesize about the reasons. Conclude the discussion by asking students what conclusions they can draw about the ways that people celebrate and define freedom in the U.S. Allow for partner reading to enable more understanding. Supplement ELLs with Spanish text support. Students may work in groups to enable peer support for instruction and understanding for elaboration.
8. Theory: Context Based Learning, learning from experience by interpretation of information and relating it to what is already known.
9. Anchor Videos:
https://www.youtube.com/watch?v=j7U--9rfE98&feature=youtu.be https://www.youtube.com/watch?v=8Jbp_PPMNA8
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Juneteenth in the Rio Grande Valley Lesson Plans
Subject
The topic of the resource
Slavery
Description
An account of the resource
After the Civil War, in 1865 a myriad amount of people remained enslaved. The reason being was due to Word of slavery end news traveled slowly, especially for those who were isolated from the Union armies- where life continued as if freedom did not exist. Texas was one of those cases, were slaves were not aware of their freedom until June 19, 1865. Union Gen. Gordon Granger arrived in Galveston, TX to issue an order officially granting freedom. The celebration now serves as the base of “Juneteenth” a holiday that celebrates emancipation in the United States. Juneteenth represents, not only in the Rio Grande, but in all the United States the announcement of abolition of slavery in the U.S state of Texas. It commemorates the group of slaves who learned that they had been emancipated years earlier.
Creator
An entity primarily responsible for making the resource
Aleyda Pena
Gabrielle Flores
Lindsey Skalitsky
Jessica Gomez
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI335-3O
Fall 2018
Publisher
An entity responsible for making the resource available
The University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1865
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Rio Grande Valley
Rights
Information about rights held in and over the resource
Flores, Gabrielle, Gomez, Jessica, Pena, Aleyda, & Skalitsky, Lindsay. (2018). Juneteenth in the Rio Grande Valley Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/40
primary source
-
https://omeka.utrgv.edu/files/original/2193d35700aebc3ff32ffba653629f39.pdf
057522c96977cc0ee5ae8431faf70607
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Standards
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio
§110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
2. The student will use detail when writing.
Materials
YouTube Video
PowerPoint
Writing Materials
Blueprint Materials
Post-it Notes
Large board for Post-it Notes
Lesson Plan Text
Your Name: Idabelle Henry & Sarah J Weller
Date and Time of Lesson: October 15, 2018 2:15-3:15 PM
Grade Level: 4th grade
Number of Students: 18
Assessment: Informal
Standards Social Studies:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio
Standards English Language Arts and Reading:
§110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives:
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
2. The student will use detail when writing.
Strategies for English Language Learners and Learners with Special Needs
ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson.
SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students.
Materials and Resources
YouTube Video
PowerPoint
Writing Materials
Blueprint Materials
Post-it Notes
Large board for Post-it Notes
Instructional Sequence (instructional strategies and learning tasks)
• The purpose of the lesson for students ( 5 minutes)
The purpose of the lesson for students is to have them identify the history, purpose and origin of Fiesta San Antonio.
• Assessing prior knowledge (5 minutes)
The students will watch a video on the top events from the Fiesta San Antonio festival. After the video the students will discuss as a class what they learned from the video and start listing questions they might have to answer throughout the lesson. “Have any of you visited this fiesta?”
https://www.youtube.com/watch?v=sRjxqt9KXvE
• Teacher modeling (15 minutes)
The teacher will introduce the meaning behind the fiesta and connect to students prior knowledge of the Battle of San Jacinto using a powerpoint.
The teacher will ask higher order thinking questions, “List the order of events leading up to Fiesta San Antonio.” “Describe the setting of Fiesta San Antonio.” “Interpret the result of the Battle of San Jacinto.” “Examine the impact the Battle of San Jacinto has on the people of San Antonio.” “Critique the outcome of the Battle of San Jacinto and how it relates to the Fiesta.” “Design a blueprint of Fiesta San Antonio.”
• Guided Practice (15 minutes)
The teacher will give the students a writing prompt. The writing prompt will be “When you go to Fiesta San Antonio, what will you do? Where will you go during the Fiesta?”
• Practice (independent, partner, group) (15 minutes)
The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the first day of the Fiesta, which is on a Monday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson.
Vocabulary that is introduced:
Blue Print
Map
Prepare
Determine
Display
Represent
Tradition
• Closure (5 minutes)
The students will get an “exit ticket” at the end of the lesson. The students will receive a post-it note and write what they learned in bullet-points and what they had trouble understanding/questions about the lesson. They will place their post-it on a large board as they exit for the day.
Monitoring for student learning/understanding. Describe the instructional strategies
The exit ticket will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed.
Your Name: Idabelle Henry & Sarah J Weller
Date and Time of Lesson: October 16, 2018 2:15-3:15 PM
Grade Level: 4th Grade
Number of Students: 18
Assessment: Informal
Standards: Social Studies:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio
Standards: ELA:
§110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives:
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
2. The student will use detail when writing.
Strategies for English Language Learners and Learners with Special Needs
ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson.
SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students.
Materials and Resources
KWL chart
Writing Material
Blueprint Material
Instructional Sequence (instructional strategies and learning tasks)
• The purpose of the lesson for students ( 5 minutes)
The purpose of the lesson is for the students to identify events throughout the Fiesta that honor the heroes of the Alamo and San Jacinto.
• Assessing prior knowledge ( 5 minutes)
The students will fill out a KWL chart about events during Fiesta San Antonio. The students will fill out the ‘K’ and the ‘W’ from the KWL chart and leave the ‘L’ blank until the closure. The students will first write what they know(K) about the events during Fiesta San Antonio. Then the students will write what they want(W) to know about the events during Fiesta San Antonio.
• Teacher modeling (15 minutes)
The teacher will briefly recap what the students learned the previous day and answer any questions from the previous days post-it notes. The teacher will discuss events that take place during the Fiesta and focus on The Battle of Flowers Parade.
The teacher will ask higher order thinking questions, “List the order of events leading up to The Battles of Flowers Parade.” “Describe the setting of Fiesta San Antonio.” “Examine the impact the The Battle of Flowers Parade has on the people of San Antonio.” “Critique the outcome of the Battle of San Jacinto and how it relates to The Battle of Flowers Parade.” “Design a blueprint of Fiesta San Antonio.”
• Guided Practice (15 minutes)
The teacher will ask the students to write a story on The Battle of Flowers Parade use imaginative and detailed writing to come up with a different element in this parade.
• Practice (independent, partner, group) (15 minutes)
The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the second day of the Fiesta, which is on a Tuesday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson.
Vocabulary introduced:
Blue Print
Map
Prepare
Determine
Display
Represent
Tradition
• Closure (5 minutes)
The students will finish filling out the KWL chart from the beginning of the lesson. The students will fill out the ‘L’ from the KWL chart stating what they have learned about the events of Fiesta San Antonio.
Monitoring for student learning/understanding. Describe the instructional strategies
The KWL chart will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed.
Your Name: Idabelle Henry & Sarah J Weller
Date and Time of Lesson: October 17, 2018 2:15-3:15 PM
Grade Level: 4th grade
Number of Students: 18
Assessment: Informal
Standards: Social Studies:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio
Standards: ELA:
§110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
2. The student will use detail when writing.
Strategies for English Language Learners and Learners with Special Needs
ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson.
SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students.
Materials and Resources
Timeline Map
Paper Plate
Paint & paint brushes
Cup with water
Glue
Colored construction paper
Scissors
Social Studies journal
Writing materials
Blueprint Materials
Exit ticket(worksheet)
Instructional Sequence (instructional strategies and learning tasks)
• The purpose of the lesson for students ( 5 minutes)
The purpose of the lesson is for the students to identify events throughout the Fiesta that honor the heroes of the Alamo and San Jacinto.
• Assessing prior knowledge (5 minutes)
The students will fill out a timeline map of events starting from when the Alamo took place, the Battle of San Jacinto, Fiesta San Antonio and the Battle of Flowers Parade.
• Teacher modeling (15 minutes)
The teacher will briefly recap what the students learned the previous days and answer any questions from the previous days. The teacher will discuss events that take place during the Fiesta and focus on The Texas Cavaliers River Parade.
The teacher will ask higher order thinking questions, “List the order of events leading up to The Texas Cavaliers River Parade.” “Describe the setting of Fiesta San Antonio.” “Examine the impact the The Texas Cavaliers River Parade has on the people of San Antonio.” “Critique the outcome of the Battle of San Jacinto and how it relates to The Texas Cavaliers River Parade.” “Design a blueprint of Fiesta San Antonio.”
• Guided Practice (15 minutes)
The teacher will have the students recreate The Texas Cavaliers River Parade using a variety of materials. The students will receive a paper plate and paint the San Antonio River bend. Then the students will create a decorative boat that can be included in the Parade. The students will glue their decorative boat on the paper plate they painted the San Antonio River bend on. They will write in their Journals how they came up with their boat and how it relates to Fiesta San Antonio.
• Practice (independent, partner, group) (15 minutes)
The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the third day of the Fiesta, which is on a Wednesday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson.
Vocabulary introduced:
Blue Print
Map
Prepare
Determine
Display
Represent
Tradition
• Closure (5 minutes)
The students will fill out a exit worksheet about what three facts they have learned, two questions they still have and one opinion they now have. The students will turn in the sheet as an exit ticket for the lesson.
Monitoring for student learning/understanding. Describe the instructional strategies
The timeline map and the exit ticket worksheet will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed.
Your Name: Idabelle Henry & Sarah J Weller
Date and Time of Lesson: October 18, 2018 2:15-3:15 PM
Grade Level: 4th grade
Number of Students: 18
Assessment: Informal
Standards Social Studies
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio
Standards: ELA:
§110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives:
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
2. The student will use detail when writing.
Strategies for English Language Learners and Learners with Special Needs
ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson.
SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students.
Materials and Resources
What We Already Know worksheet
Writing Materials
Blueprint Materials
Reflecting on Bright Ideas worksheet (exit ticket)
Instructional Sequence (instructional strategies and learning tasks)
• The purpose of the lesson for students ( 5 minutes)
The purpose of the lesson is for the students to identify events throughout the Fiesta that honor the heroes of the Alamo and San Jacinto.
• Assessing prior knowledge (5 minutes)
The students will fill out the ‘What We Already Know’ worksheet. The students will fill out the worksheet using what they have learned about Fiesta San Antonio, The Battles of Flowers Parade, and The Texas Cavaliers River Parade.
• Teacher modeling (15 minutes)
The teacher will briefly recap what the students learned the previous day and answer any questions from the previous days. The teacher will discuss events that take place during the Fiesta and focus on the traditions and culture during Fiesta San Antonio.
The teacher will ask higher order thinking questions, “List the traditions for Fiesta San Antonio.” “Describe the setting of Fiesta San Antonio.” “Examine the impact the culture of Fiesta San Antonio has on the people of San Antonio.” “Critique the traditions of Fiesta San Antonio and compare it to other events you have been to.” “Design a blueprint of Fiesta San Antonio.”
• Guided Practice (15 minutes)
The teacher will give the students a writing prompt. The writing prompt will be “When you go to Fiesta San Antonio, what traditions do you observe? What culture or cultures do you observe? Include detail throughout your writing.”
• Practice (independent, partner, group) (15 minutes)
The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the fourth day of the Fiesta, which is on a Thursday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson.
Vocabulary introduced:
Blue Print
Map
Prepare
Determine
Display
Represent
Tradition
• Closure (5 minutes)
The students will fill out the ‘Reflecting on Bright Ideas’ worksheet as their exit ticket. The students will write three things from the lesson that were new to them, one thing that caught their attention and four vocabulary words they are still unsure about.
Monitoring for student learning/understanding. Describe the instructional strategies
The ‘What We Already Know’ and ‘Reflecting on Bright Ideas’ worksheet will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed.
Your Name: Idabelle Henry & Sarah J Weller
Date and Time of Lesson: October 19, 2018 2:15-3:15 PM
Grade Level:4th grade
Number of Students: 18
Assessment: Informal
Standards Social Studies
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio
Standards: ELA:
§110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives:
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
2. The student will use detail when writing.
Strategies for English Language Learners and Learners with Special Needs
ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson.
SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students.
Materials and Resources
Writing Materials
Bell
Blueprint Materials
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (5 minutes)
The purpose of the lesson for students is to have them identify the history, purpose and origin of Fiesta San Antonio.
• Accessing prior knowledge (5 minutes)
The teacher will give students a writing prompt to assess their knowledge over the past four days of the lesson. The prompt will say, “Describe the history and purpose of Fiesta San Antonio. Provide detail throughout your writing. Include any dates, names and events as needed throughout your writing.”
• Teacher modeling (15 minutes)
The teacher will take this time to recap what the students have learned over the past four days. The teacher will answer any questions the students might have.
• Guided Practice (15 minutes)
The teacher will lead a class discussion and ask the students what they think of Fiesta San Antonio. She will ask the students to first think about their response. Then she will ask the students to walk around the room. When the teacher rings the bell, the students will stop and pair up with the peer closest to them to. Then the students will share their response with their partner. The teacher will have the students do these three times. After the teacher will ask for a few volunteers to share their partners responses. The teach will use Think-Pair-Share (TPS) as a guide for classroom discussion.
• Practice (independent, partner, group) (15 minutes)
The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the fifth day of the Fiesta, which is on a Friday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson.
Vocabulary introduced:
Blue Print
Map
Prepare
Determine
Display
Represent
Tradition
• Closure (5 minutes)
The students will put all 5 days together that will create a week-long blueprint of the Fiesta San Antonio. The students will turn in the blueprint as a group assignment.
Monitoring for student learning/understanding. Describe the instructional strategies
The TPS (Think-Pair-Share) will allow for the teacher to monitor the student’s comprehension of the lesson. As will the writing prompt the teacher gives the students at the beginning of the lesson.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Fiesta San Antonio Lesson Plans
Subject
The topic of the resource
Traditions of Fiesta San Antonio
Description
An account of the resource
The objectives of this lesson are to have the student be able to identify customs, celebrations, and traditions of Fiesta San Antonio. The student will also be able to use detail and imagination throughout their writing. Some essential questions throughout this lesson are, How does Fiesta San Antonio illuminate tradition? Also, How does this Fiesta incorporate the history of San Antonio? There are two subjects that are integrated throughout the five day lesson plan. The first subject that is integrated is Social Studies. This is integrated by having the students learn about the history of Fiesta San Antonio. The second subject that is integrated is English Language Arts and Reading. This is integrated by having the students complete writing prompts throughout the five day lesson plans. The purpose of this unit is to create a better understanding of the history and origin behind the Fiesta San Antonio and its evolution. This lesson correlates to UTRGV B-3 institute because the celebration we are focusing on relates to our deep South Texas biculturalism and traditions, which the students will be exploring. The pedagogy that supports our lesson is Place Based Education and the lesson is centered around the constructivist theory that supports the students learning through a combination of hands-on activities, social interaction, and critical thinking situations.
Creator
An entity primarily responsible for making the resource
Idabelle Henry
Sara J. Weller
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI3335-30
Fall 2018
Publisher
An entity responsible for making the resource available
The University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1891
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College Of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
San Antonio, Texas
Rights
Information about rights held in and over the resource
Henry, Idabelle, & Weller J. Sara. (2018). Fiesta San Antonio Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/41
primary source
-
https://omeka.utrgv.edu/files/original/652f7e09669e8c761ef62a8102835e06.pdf
e5bcfb9e6547ac5b81445199915bcf60
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5 Days
Standards
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
TEK:
(b) Knowledge and skills
(5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:
(A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II
Objectives
• Students will be able to understand farm work and agriculture in the Rio Grande Valley. (1 day)
• Students will be able to describe the working conditions for farm workers in the Rio Grande Valley during the 1960s. (2 days)
• Students will be able to discuss the events of the Melon Strike and the impact it had on the Rio Grande Valley farm workers. (2 days)
• Students will be able to demonstrate their own strike based on things they feel are unfair. Example: Jamal went to the store and was told he could not buy a doll because he is a girl. Is this fair? (extension)
Materials
• Anchor video
• Books regarding MLK Jr, Rosa Parks, Railroad strike
• Posters for strike
• KWL chart
• Venn diagram comparing class strike to 1966 Melon Strike
• Newspaper clippings of 1966 Melon Strike (attached in Artifacts page)
• Chart paper for 1966 Melon Strike reflections
• Paper for list of unjust daily situations with resolutions
• Ruler
• Pencil
Lesson Plan Text
Subject/Grade level: Social Studies/4th grade
Materials:
• Anchor video
• Books regarding MLK Jr, Rosa Parks, Railroad strike
• Posters for strike
• KWL chart
• Venn diagram comparing class strike to 1966 Melon Strike
• Newspaper clippings of 1966 Melon Strike (attached in Artifacts page)
• Chart paper for 1966 Melon Strike reflections
• Paper for list of unjust daily situations with resolutions
• Ruler
• Pencil
TEKS Essential Standards and Clarifying objectives:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
TEK:
(b) Knowledge and skills
(5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:
(A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II
Lesson Objectives:
• Students will be able to understand farm work and agriculture in the Rio Grande Valley. (1 day)
• Students will be able to describe the working conditions for farm workers in the Rio Grande Valley during the 1960s. (2 days)
• Students will be able to discuss the events of the Melon Strike and the impact it had on the Rio Grande Valley farm workers. (2 days)
• Students will be able to demonstrate their own strike based on things they feel are unfair. Example: Jamal went to the store and was told he could not buy a doll because he is a girl. Is this fair? (extension)
Differentiation strategies to meet diverse learner needs:
SPED or students with specific learning disabilities
• Students will be given a partner to work with to assist them in the activities and help them with the material being taught. If necessary, students will be provided with a copy of lecture notes to serve as a supplement to instruction delivered by the teacher and as a guide during activities. Students will also be provided with any accommodations necessary pertaining to their particular disability.
GATE gifted
• Gifted students or those who have mastered the material during the lesson will be given the opportunity to extend their knowledge. These students will be instructed on how to research information on the Melon Strike. They will be asked to find articles that contain personal quotes and experiences from people who participated in the strike. Students will be asked to present this information to their peers.
ELLs
• For ELL students, specific accommodations will be provided. Students will be given the necessary translations so they can fully understand the material being taught. In addition, students will be taught the important vocabulary before the lesson begins to foster comprehension. Students will also be assigned a partner that speaks their language, if possible, to help them with any complications they come across with the language barrier.
Engagement:
• Students will be presented with information on the Montgomery Bus Boycott, which occurred as a result of Rosa Parks refusing to give up her seat in the front of the bus and was arrested for defying the law. A boycott refers to a voluntary choice to refuse to act for the purpose of taking a stand against someone or a company for wrongdoing. Students will understand that this was an example of a nonviolent act of civil disobedience. Other examples of nonviolent acts include strikes, sit-ins, and marches. The purpose of learning about the Montgomery Bus Boycott is to teach students the powerful impact of nonviolent methods of fighting for equal rights, while also connecting this peaceful protest with that of the nonviolent actions of men and women during the 1966 Melon Strike.
• In addition to the Montgomery Bus Boycott, the teacher will show a few books in regards to Martin Luther King Jr, Southwest Railroad strike, etc. The students will be probed on what they already know about these books. Students will then be told the similarities yet differences between these activists/movements. They will be asked what they think a strike is and be shown a quick clip (anchor video).
Exploration:
• The class will engage in a discussion on their prior knowledge about agriculture and farm workers in the Valley. Students will be encouraged to discuss what they know about the types of crops that are grown in the Rio Grande Valley and where they have seen them grow. Economic boycotts are meant to make companies or organization feel economic struggles What is the crop that grows in Rio Grande Valley?
• If students know people or have seen people working with these crops, they should talk about the work they see them completing. Why did the Melon Strikes choose their harvest and the season they did? While the class is engaging in discussion, the teacher will be writing the information they share on a KWL chart. As the lesson progresses, the students will add newly acquired knowledge.
Explanation:
• The teacher will demonstrate a strike, by conducting one around the classroom. She/he will use a paper taped to a ruler with words on it describing what she/he feels is wrong.
o Examples of scenarios for the teachers demonstration of a strike in the classroom:
“Women should have equal pay”
“No more unfair working conditions”
“We need equal opportunity employers”
• The teacher will then ask the students what she/he is doing, what she/he is striking and discuss what can be done to resolve the strike. The students will then discuss how this relates to the 1966 Melon Strike and create a Venn diagram.
• It’s important to enforce “to strike or not to strike” and to remind students of real world situations.
Elaboration:
• The students will research the 1966 Melon Strike through newspaper clippings, news articles and interviews. They will create a chart reflecting what the issues were, what was done and conclude what the resolution should’ve been. They will then research what the result of the strike was and discuss if the strike was appropriate. Also, students will discuss what led up to the strike. Lastly, students will be asked to create a list of things in their life they feel are unjust and create a counter list with resolutions or reasons why they believe so.
o Examples of unjust scenarios for students can include some of the following:
“I should be able to vote”
“I should not have to come to school on my birthday”
Evaluation:
• The teacher will monitor students by walking around the classroom during activities. The teacher will make observations and listen closely to peer interactions to check for comprehension.
• Upon completion of the lesson, the class will engage in a discussion. They will talk about the new information that they learned about the Melon Strike and the reasons that led up to it. The teacher will ask specific question regarding the information that was taught during the lesson.
• Students will complete the lesson by taking a 10-question assessment covering the content presented in the lesson.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
1966 Melon Strike Lesson Plans
Subject
The topic of the resource
Strike for Fair Wages
Strikes
Fair Wages
Fair Pay
Worker's Rights
Description
An account of the resource
In 1966 for about 90 days, hundreds of men, women and children from Starr County began a strike that changed workers’ rights in Texas. This march began from our side of the world (RGV) to the state capitol (Austin, TX) where over 15,000 people, including Cesar Chavez, voiced their opinions.
The strike for fair wages began the summer of 1966 when The National Farm Workers Association in Texas called attention to harsh working conditions and low pay. The strike began against the Starr County melon growers who were paying workers between 40 - 85 cents an hour. The strikers demanded a minimum wage of $1.25, workers shut down every packing shed in the county in the middle of the melon harvest season. The melon strike sparked the Chicano movement in Texas which led to Texas civil rights movement.
Creator
An entity primarily responsible for making the resource
Erika Renee Saenz
Kelly Wright
Source
A related resource from which the described resource is derived
UTRGV College of Education
Publisher
An entity responsible for making the resource available
The University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Rio Grande Valley
Austin, Texas
Rights
Information about rights held in and over the resource
Saenz Renee, Ericka, & Kelly Wright. (2018). 1966 Melon Strike Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/42
primary source
-
https://omeka.utrgv.edu/files/original/1e4e3b7ea1421ba6ae5b52c1db44f37d.pdf
d7cc7690097373d2cd40a079ff77755c
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5 Days
Standards
• §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
o (b) Knowledge and skills.
(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
• (D) identify different points of view about an issue, topic, or current event; and
• (E) identify the historical context of an event.
(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
• (C) express ideas orally based on research and experiences;
Objectives
• Students will:
o Identify the historical context of the 1968 Edcouch-Elsa Student Walkout.
o Identify different points of view about an issue regarding a “walkout or protest” that has happened in the past.
o Express their issue regarding a “walkout or protest” orally based on research.
Materials
• Access to the internet
• Access to books about walkouts or protests
• Research done and prepared about the 1968 Edcouch-Elsa student walkout, this will be used to teach and explain the historical context of that day to the students.
• Access to a computer
• Access to the computer program, PowerPoint
Lesson Plan Text
Teacher(s):
• Macie Duran
• Xenia Luna
• Victoria Diaz
Date:
• September 30, 2018
Grade Level:
• 5th
Subject:
• Social Studies
Materials:
• Access to the internet
• Access to books about walkouts or protests
• Research done and prepared about the 1968 Edcouch-Elsa student walkout, this will be used to teach and explain the historical context of that day to the students.
• Access to a computer
• Access to the computer program, PowerPoint
TEKS:
• §113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
o (b) Knowledge and skills.
(24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
• (D) identify different points of view about an issue, topic, or current event; and
• (E) identify the historical context of an event.
(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
• (C) express ideas orally based on research and experiences;
Lesson Objective(s):
• Students will:
o Identify the historical context of the 1968 Edcouch-Elsa Student Walkout.
o Identify different points of view about an issue regarding a “walkout or protest” that has happened in the past.
o Express their issue regarding a “walkout or protest” orally based on research.
Differentiation Strategies to Meet Diverse Learner Needs:
• Provide assistance with instructional materials, repetition of information and
instruction, visuals, constantly redirect student to stay on task, appropriate praise as work is completed, and more challenging critical questions.
Engagement: Day 1
Lesson:
• The teacher will discuss the feelings of a topic, (Gun control or race-white students will get a better education than others) in which the students would want to perform a “walkout.”
• Students should ask themselves how they feel during this experiment and ask themselves if they understand what a walkout is.
• The teacher will then show the video of the 1968 Edcouch-Elsa walkout.
Explanation: Day 2
TEK:
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
• (b) Knowledge and skills.
o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(D) identify different points of view about an issue, topic, or current event; and
(E) identify the historical context of an event.
Lesson:
• The teacher will:
o Have the students be seated at their desks.
o Give a teacher-directed instruction about the 1968 Edcouch-Elsa Student Walkout
The teacher will answer these questions about the 1968 walkout to the student:
• Who?
• What?
• When?
• Where?
• Why?
• How?
Also, the teacher will explain what led to the walkout, what happened during the walkout, and the aftermath of the walkout.
Lastly, the teacher will explain and show the list of demands/recommendations created by the leaders of the 1968 Edcouch- Elsa student walkout.
Exploration: Day 3
TEK:
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
• (b) Knowledge and skills.
o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(D) identify different points of view about an issue, topic, or current event; and
(E) identify the historical context of an event.
Lesson:
• The teacher will:
o Create 6 groups with 4-5 students in each (depending on class size).
o Once the groups have been created, the groups will look up videos or articles on “walkouts” or protests that have happened in the past 100 years and choose one video/article that they found most interesting to them.
The topics for the “walkouts” or protests must include issues regarding segregation, racism, discrimination, and unfair treatment to a human.
The “walkouts” or protests can be held anywhere (school, work, outside of a government facility, and anywhere else a “walkout” or protest can be held).
• After the groups have chosen the video/article they found most interesting to them, they will do research on the “walkout” or protest.
o The groups can use books, the internet, oral interviews, newspaper articles, etc. for their research.
• The teacher will explain to teach group that:
o They must show their research findings on a PowerPoint slideshow and be ready to present in the next day or two.
The students will have to create a PowerPoint slideshow to show and present to the class on “Day 4”.
o The PowerPoint presentation must be between 8-10 minutes.
o If the PowerPoint presentation is shorter than or longer than 8-10 minutes, points will be deducted.
o Each group must work together and rehearse their presentation.
o Each group member must talk during the PowerPoint presentation or points will be deducted for students who did not talk during the PowerPoint presentation.
Elaboration: Day 4
TEK:
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
• (b) Knowledge and skills.
o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(D) identify different points of view about an issue, topic, or current event; and
(E) identify the historical context of an event.
o (25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(C) express ideas orally based on research and experiences;
Lesson:
• Once each group is ready to present their findings from “Day 3”, each group will present their PowerPoint to the class and explain their research.
• Each group will have 8-10 minutes to present their PowerPoint.
Evaluation: Day 5
TEK:
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
• (b) Knowledge and skills.
o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(E) identify the historical context of an event.
Lesson:
• Before giving the assessment to the students, the teacher will ask informal questions to check for understanding of the 1968 Edcouch-Elsa student walkout.
• Once the teacher has seen that each student has comprehended the topic, the teacher will pass out the 10-question test.
• The teacher will have the students seated at their own seats and give them a 10- question test
o 10-multiple choice questions
1. What is the dictionary definition of a walkout?
a. A sudden angry departure, especially as a protest or strike.
b. People who walk out of horrible situations and demand justice.
c. Someone walking out of a room into another room.
d. A dance move named the “walkout”.
2. Who was one of the 5 student leaders that organized the 1968 Edcouch-Elsa student walkout?
a. Xavier Ramirez
b. Jose Reyna
c. Mark Chapa
d. Nany Cortez
3. Choose the right date of the 1968 Edcouch-Elsa student walkout. a. June 15, 1968
b. November 14, 1968
c. October 23, 2018
d. December 25, 2018
4. What time did the 1968 Edcouch-Elsa student walkout begin?
a. 10 AM
b. 3:30 PM
c. 2 PM
d. 8 AM
5. Who was the principal at the time of 1968 Edcouch-Elsa student walkout?
a. Melvin Pipkin
b. Cesar Chavez
c. James Arnold
d. Jane Elliot
6. Why did the 1968 Edcouch-Elsa student walkout happen?
a. End racism, segregation, discrimination, and unfair treatment to the Mexican and Hispanic students.
b. Students wanted to walkout of the school for fun.
c. Students were getting bullied by other students and demanded for bullying to stop.
d. The students did not like the principal.
7. Did the walkout have a negative or positive result for the students after the 1968 Edcouch-Elsa student walkout? (Yes/No)
a. Yes
b. No
8. How many days did the students of 1968 Edcouch-Elsa student walkout protest outside of the school?
a. 4
b. 10c. 20
d. 3
9. What was one of the demands the students had for the principal and school board meeting?
a. That, as Chicano students, we be allowed to speak our mother tongue, Spanish, on school premises without being subjected to humiliating or unjust penalties.
b. We want school to end at 12PM and be allowed to stay on school grounds after 12PM.
c. We want every teacher to speak Spanish to us.
d. We want to be able to use profanity in the classroom.
10. Do you agree with the 1968 Edcouch-Elsa student walkout? Give explanation as to why you choose yes or no.
a. Yesb. No
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
1968 Edcouch-Elsa Student Walkout Lesson Plans
Subject
The topic of the resource
Walkout
Chicano Activism
Racism
Civil Disobedience
Discrimination
Description
An account of the resource
On November 14, 1968 in Edcouch-Elsa, about 150 to 200 Mexican and Mexican- American Edcouch-Elsa high-school students walked out of their high-school at 10 a.m. to boycott the high school, teachers, administration, and the Edcouch-Elsa school board officials. The reason for the walkout was due to the principal and school board staff not hearing and implementing the list of demands and recommendations the Mexican and Mexican-American students had the day before. Another reason the students walked out and boycotted their school was due to the segregation, racism, discrimination, and the unfair treatment they endured every day from their teachers, counselors, and school administration. For three days, following the walkout, these students protested for better education, end segregation, racism and discrimination against them, and to receive better treatment from the teachers, counselors, and school administration. After the walkout and protest ended, there were many students who were expelled or suspended that had participated in the walkout and protest. This walkout was the first walkout/protest to ever happen in South Texas. (Deiner, 2008) & (Martinez, 2017)
Creator
An entity primarily responsible for making the resource
Macie Duran
Xenia Luna
Victoria Diaz
Source
A related resource from which the described resource is derived
UTRGV College of Education
Publisher
An entity responsible for making the resource available
The University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1968
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Edcouch-Elsa, Texas
Rights
Information about rights held in and over the resource
Diaz, Victoria, Duran, Marcie, & Luna, Xenia. (2018). 1968 Edcouch-Elsa Student Walkout Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/43
-
https://omeka.utrgv.edu/files/original/146d33dc18c51d5095b4bb9c2b6a91b5.pdf
029811694cdddd863f5ba4f3efaaae3b
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5 Days
Standards
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas;
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas;
(D) identify different points of view about an issue, topic, historical event, or current event; and
Objectives
1) The students will learn the causes of The Raymondville Onion Strike.
2) The students will be able to explain what a strike is and reasons why it could be used.
3) The student will be able to critique the event and be able to see both views of the event of the farmworkers end as well as the owner of the land who they worked for.
Materials
● Valley Of Tears Video
● Newspaper from Archives
● Book on The Onion Strike “Class and National Division in South Texas: Farmworker Strike in Raymondville”
Lesson Plan Text
Subject/Level: Fourth Grade Social Studies
Materials:
● Valley Of Tears Video
● Newspaper from Archives
● Book on The Onion Strike “Class and National Division in South Texas: Farmworker Strike in Raymondville”
TEKS Essential Standards and Clarifying Objects
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(A) identify the similarities and differences among various racial, ethnic, and religious groups in Texas;
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas;
(D) identify different points of view about an issue, topic, historical event, or current event; and
Lesson Objectives(s):
1) The students will learn the causes of The Raymondville Onion Strike.
2) The students will be able to explain what a strike is and reasons why it could be used.
3) The student will be able to critique the event and be able to see both views of the event of the farmworkers end as well as the owner of the land who they worked for.
Students with special needs will have access to pre-cut material if needed, sit close to instructor, repeated material and also have access to the visuals and other content if necessary. They will also have extra time on formal assessment if necessary.
ENGAGEMENT (Monday)
The teacher will ask students to activate prior knowledge: What is a strike?,
Have you ever been in a situation where you have been lefts out of because of your race/ethnicity? Why do you think people would get together for a strike?
EXPLORATION (Tuesday)
The teacher will give out certain topics/scenarios that the students would have to choose to either be comfortable with the topic/scenario or would want to get together with their peers
who do not agree with it to strike the people who are all for the certain topic/scenario.
The student here will be first discuss if they are against or for the scenario they will be playing. All the students who are for the scenario would have to fight for what they believe in as well as the students who are against it they will get together and strike to the students and say what they see or feel is not working for them and make a point.
This activity will have the student explore and be able to see what a strike really is all about and what a strike is.
EXPLANATION (Wednesday)
The Students will watch a documentary on the onion strike. While they are watching this movie the students can write notes down about they did not understand about the movie, what they liked about it, and found interesting. Once the movie is over the teacher will go over some terms the students may have a hard time understanding or may not know. The teacher will also have an open discussion with her students on any thoughts of the movie and have the students share something they wrote down while the movie was going on.
ELABORATION (Thusday)
The teacher will provide the students with a printed copy of a book called “Class and National Division in South Texas: Farmworker Strike in Raymondville” The teacher would have the students take turns reading aloud. Once they are done the teacher will give the students a couple of minutes to write in their journals their thoughts on the book they read as a class. Once they are done the students will pair up to the person next to them and discuss with them what they wrote on their journals. Finally the teacher will have an open discussion with the class about the book they just read and she would share her thoughts and ask the students to explain why they feel the way they feel about that they wrote towards the book.
EVALUATION (Friday)
A formal assessment will be given to the students which will contain 10 questions over what they have been covering on the Onion Strike that took place in Raymondville. The students will have 35 minutes to complete assessment.
1) In what year did the Onion Strike happened?
2) What was the name of the town where the Onion Strike occured?
3) What was the main idea of the Onion Strike?
4) Who is Charles Wetegrove? What was his role in this strike that took place at Raymondville?
5) What did the onion workers reject from Charles Wetegrove?
6) Do you agree that the onion workers rejected the offer given to them by Charles Wetegrove?
7) Name the 3 obstacles that blocked farmworkers and made them want to strike?
8) Compare and Contrast how the farmworkers were treated compared to the land owners.
9) What is a strike?
10) What did you think about this Strike? Was it fair in your eyes?
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Onion Strike in Raymondville, Texas Lesson Plans
Subject
The topic of the resource
Strikes
Strike for Fair Wages
Fair Wages
Fair Pay
Worker's Rights
Description
An account of the resource
The Raymondville Onion Strike took place in 1979 on the count of their wages being cut because of onion prices. Being known as the “Onion Capital of the World” the strike started off as a wage problem then other problems arose with working conditions and class confrontation. Tony Andrea, who organized the strike, caught the attention of the Civil Rights movement. The strike was did catch attention but not national. The strike lasted seven days and it was successful enough to where the onion harvest was shut down. The strike was crushed by anglo business men who purchased the field from the original owner and then recruited other workers and fired those who participated in the strike.
Creator
An entity primarily responsible for making the resource
Janelle Salinas
Neressa Salazar
Source
A related resource from which the described resource is derived
UTRGV College of Education
Publisher
An entity responsible for making the resource available
The University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1979
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Raymondville, Texas
Rights
Information about rights held in and over the resource
Salazar, Neressa, & Salinas, Janelle. (2108). The Onion Strike in Raymondville, Texas Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/44
primary source
-
https://omeka.utrgv.edu/files/original/2ad76714b60fe329578fd9274ae171a0.pdf
15aadffb367a4ca0bbd8d74d96e9be82
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5 Days
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
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.
Materials
a variety of news article, ipads or computers, pencils, markers, paper, podium, anchor video, powerpoint,
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?
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Pharr Riots of 1971 Lesson Plans
Subject
The topic of the resource
Pharr Riots
Racism
Discrimination
Description
An account of the resource
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
An entity primarily responsible for making the resource
Idani Bañuelos
Yulissa Rangel
April Santillan
Source
A related resource from which the described resource is derived
UTRGV College of Education
Publisher
An entity responsible for making the resource available
The University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1971
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Pharr, Texas
Rights
Information about rights held in and over the resource
Banuelos, Idani, Rangel, Yulissa, & Santillan, April. (2018). Pharr Riots of 1971 Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/45
primary source
-
https://omeka.utrgv.edu/files/original/d425f2aa8bd9fdb5af93caad03413f50.pdf
6e3a5381d4f0252d45259b90999233ef
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5 Days
Standards
(b) Knowledge and Skills. (19) Culture. The Student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio; (b) Knowledge and skills. (20) Oral and Written Conventions/ Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii) adjectives (e.g.,
(b) Knowledge and skills (8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate..
(b) Knowledge and skills. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding , and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding , and creating
(b) Knowledge and skills. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
CHARRO DAYS: LESSON PLAN
7
descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);
artworks. The student is expected to: (A) explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art
Objectives
Students who suffer from a short attention span will be placed near the teacher. Students who struggle reading will be assisted by the teacher in a small group setting. The teacher will supply ELL students with information in their native Language and English. If needed the teacher will supply a dictionary and a thesaurus.
Materials
Screen projector
YouTube Video: The History of Charro Days
IPADS
Venn Diagram
Charro Days images
Photographs
Drawing paper
Screen projector
Color pencils
Charro Days artifacts
Ruler with inches and centimeters
Interactive sheet
Construction paper
Scissors
Colors
Glue
Pamphlets
Mexican traditional costumes
Screen projector
Summative assessment
YouTube Video
Lesson Plan Text
6
THEME:
Charro
Days
Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5:
Standards:
(b) Knowledge and Skills. (19) Culture. The Student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio; (b) Knowledge and skills. (20) Oral and Written Conventions/ Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii) adjectives (e.g.,
(b) Knowledge and skills (8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate..
(b) Knowledge and skills. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding , and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding , and creating
(b) Knowledge and skills. (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
CHARRO DAYS: LESSON PLAN
7
descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);
artworks. The student is expected to: (A) explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
Differentiation Strategies
Students who suffer from a short attention span will be placed near the teacher. Students who struggle reading will be assisted by the teacher in a small group setting. The teacher will supply ELL students with information in their native Language and English. If needed the teacher will supply a dictionary and a thesaurus.
Materials
Screen projector
YouTube Video: The History of Charro Days
IPADS
Venn Diagram Charro Days images
Photographs
Drawing paper Screen projector
Color pencils
Charro Days artifacts
Ruler with inches and centimeters
Interactive sheet
Construction paper
Scissors
Colors
Glue
Pamphlets
Mexican traditional costumes
Screen projector
Summative assessment
YouTube Video
Vocabulary:
o Culture o Commemorates o Celebration o Heritage
CHARRO DAYS: LESSON PLAN
8
o Fact o Attire
Engagement
The teacher will begin by showing the students an educational video on the history of Charro days.
The teacher will begin describing a Mexican sombrero to the students. The students will be asked to draw exactly what’s being described. Explore: The teacher will project vivid images from Charro Days festivities and will ask the students to write down adjectives describing the images.
The students will be shown a variety of Charro Days artifacts and the teacher will ask the students to give an estimate of how many centimeters long or inches long they think they are.
The teacher will show the students a Charro Days pamphlet from 1975 and another one from 2012. The teacher and the students will discuss the two pamphlets.
The teacher will engage the students with an educational video on traditional dance attires.
Explore
The students will then get their iPad’s and will use Kidzsearch in order to properly search images on Charro Days. In groups of two they will discuss their findings.
The teacher will project vivid images from Charro Days festivities and will ask the students to write down adjectives describing the images.
The teacher will give the students the various artifacts and the students will be measuring the artifacts with the unit of measurement they think is correct. They will be using centimeters and inches.
The students will then analyze the content of the pamphlets and their purpose.
The students will explore various traditional events of this particular celebration and will chose three to recreate.
The teacher will then give the students
The students will share with the
The teacher will now review with
The teacher will then explain what
The teacher will then explain to the
CHARRO DAYS: LESSON PLAN
9
Explain
photographs of past and present charro days celebrations. The students will then work in pairs and will compare these two and write their results on a Venn diagram
classroom why they chose certain adjectives to describe the images given by the teacher.
the students why certain units of measurements are used for specific objects.
type of pamphlet these two are. She will discuss how they are used to inform the public about the itinerary and the history of charro days
students the significance of each event to the students and how each one works.
Elaborate
The students will then share with the classroom the differences and similarities they found within the images.
The students will then receive an image each and will get in groups of two. The students will describe the imagine to each other and will draw the image on a white sheet of paper while also writing down the adjectives that are being used.
The students will then receive an interactive sheet with a variation of objects and will complete it. Once the students have completed it they will share with the classroom why centimeters are used for certain artifacts and the same with inches.
The students will then be asked to create their own pamphlet representing the Charro Days celebration. The students are allowed to use all types of medium. The requirements for the pamphlets include mentioning the history of charro days, and using relevant drawings to the celebration.
The teacher will lead the students in recreating each three of the most prominent events that occur during charro days. The teacher will provide the materials and Mexican attires to the students.
Evaluate
The teacher will be conducting a formative
Throughout the lesson the teacher will be
The teacher will walk around the classroom and
The teacher will conduct a formative assessment.
The teacher will give the students a written
CHARRO DAYS: LESSON PLAN
10
assessment throughout the lesson.
conducting a formative assessment.
will be conducting a formative assessment.
assessment with a total of ten questions consisting of open ended and multiply choice questions
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Charro Days Lesson Plan
Subject
The topic of the resource
Children
Mexican American Culture
Description
An account of the resource
The purpose of this lesson is to help students understand the experiences of Charro Days
since its creation in the Rio Grande Valley. The first Charro Days celebration took place in the
border of Brownsville, Texas and Matamoros, Tamaulipas in the year of 1938. As of 2018, it has
reached its 82nd celebration. By students understanding the history of the Charro Days
celebration, they will gain a better perspective on the ties between Mexican American culture.
We will be creating a five day lesson plan that includes social studies, mathematics, English
language arts and art. Throughout this five day lesson plan the main theme will be the charro
days celebration.
Creator
An entity primarily responsible for making the resource
Grecia Villarreal
Maria Paredes
Taylor Nichols
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI335-30
Fall 2018
Publisher
An entity responsible for making the resource available
University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
1938
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Rio Grande Valley
Rights
Information about rights held in and over the resource
Nichols, Taylor, Paredes, Maria, & Villarreal, Grecia. (2018). Lesson Plan for Charro Days. Retrieved from. https://rgvprimarysourceguides.omeka.net/items/show/46
primary source
-
https://omeka.utrgv.edu/files/original/b618b6dbbdd7c89c82aa771535fc5595.pdf
0b4bdf357fa70d85762c2e936f785b3b
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
5 Days
Standards
§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
The student is expected to:
(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation;
(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness.
Objectives
1. The student will identify the importance of the Battle of Iwo Jima.
2. The student will understand the importance of having freedom.
Materials
● YouTube video- https://www.youtube.com/watch?v=T_iD4WN1aUU
● Powerpoint on monuments
● Colors/markers
● Construction paper
● Glue
● Scissors
Lesson Plan Text
Subject / grade level: Social Studies, 1st and 2nd Grade
Materials:
1. YouTube video https://m.youtube.com/watch?v=HUqy-OQvVtI&t=114s
2. Simulations materials
3. Colors/ markers
4. Paper
5. Construction paper
6. PowerPoint on Battle of Iwo Jima
7. Coloring pages of US Marines
NC SCOS Essential Standards and Clarifying Objectives
§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
The student is expected to:
(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation;
(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness;
Lesson objective(s):
1. The student will identify the importance of the Battle of Iwo Jima.
2. The student will understand the importance of having freedom
Differentiation strategies to meet diverse learner needs:
SPED/ELL/Specific Learning Disabilities- The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students.
ENGAGEMENT
● The teacher will create a discussion on what the students know about the WWII.
● Questions the teacher will ask?
○ Has anyone heard of WWII?
○ Do you know how it began?
○ Who can tell me about the Battle of Iwo Jima
● After the discussions they will watch a video of WWII
https://m.youtube.com/watch?v=HUqy-OQvVtI&t=114s
EXPLORATION
● Students will be doing simulations, where they will be given different cards. With names of US Marines, duties, etc. The teacher will group students in groups of four, then she will give them an assign US Marine, with different situations.
● As a group they will write who their soldier was and what happened in the situations given and draw a picture of the US Marine.
● After that the students will do a brief presentation about their information.
● The teacher may go around asking the students about the person they were given to make sure they are on task and know what to do.
EXPLANATION
● After they finish the activity of the simulations the students will be presented with vocabulary words and a brief explanation on the battle of Iwo Jima. A map of the location of Iwo Jima would be shown. The information would be display by a PowerPoint in the projector. When doing this the students will be writing important info and vocabulary on a trifold.
● Questions:
○ What was the importance of Iwo Jima in WWII?
○ What are the geographic features of Iwo Jima?
○ What is the importance of raising the United States flag?
ELABORATION
● The students will do an activity in the vocabulary learned. They will have index cards one containing the vocabulary words and others containing the definitions. The teacher will group students with vocabulary words and others with the definitions. Then the students will need to find their words and definitions.
● Vocabulary words:
○ Freedom
○ War
○ Peace
○ Battle
○ United States
○ Iwo Jima
○ Marines
EVALUATION
● At the end of the lesson students will color a us marine coloring page. In the same page the students will write something they learn or what they found interesting about the lesson.
● The teacher will display on bulletin board the color images.
Lesson 2: Monuments
Subject / grade level: Social Studies, 1st and 2nd Grade
Materials:
● YouTube video- https://www.youtube.com/watch?v=T_iD4WN1aUU
● Powerpoint on monuments
● Colors/markers
● Construction paper
● Glue
● Scissors
● Drawings of Iwo Jima
● Instructions on Monument Museum
● Different monuments and descriptions for the Monument Museum
● Templates on speech for the Monument Museum
● Invitations for Monument Museum
NC SCOS Essential Standards and Clarifying Objectives
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence
Day, and Thanksgiving; and
(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government
buildings.
Lesson objective(s):
1. The student will recognize the importance of monuments
2. The student will locate monuments of Iwo Jima
3. The student will apply what they learn about monuments by becoming one
Differentiation strategies to meet diverse learner needs:
SPED/ELL/Specific Learning Disabilities- The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students.
ENGAGEMENT
● The teacher will activate prior knowledge by asking students what they know about monuments.
○ Questions to ask:
■ Do you know what are monuments?
■ Have you seen one?
■ What is the importance of monuments?
● If students don't have prior knowledge on monuments, the teacher will briefly explain what they are and show a video: https://www.youtube.com/watch?v=T_iD4WN1aUU
EXPLORATION
● The students will create a craft or color a coloring page of a monument of their choice (Monument of Iwo Jima, Bald Eagle, Flag, Statue of Liberty, etc.)
● The teacher will provide models so students can guide themselves.
○ the teacher will be monitoring and letting the students know what monuments they are doing and their locations.
EXPLANATION
● Once they are done the teacher would do a brief explanation about monuments using a powerpoint presentation. The teacher will review several monuments but concentrating specifically on the monuments of Iwo Jima located in Washington, Virginia, and Harlingen, TX. The students will create a trifold foldable that will contain in one side the monument in Washington, in the middle the one in Harlingen and the last one will have the one in Virginia. They will write info about them and why they have it.
● Questions:
○ Why do you think people build monuments?
○ Are there any differences on the three monuments of the Iwo Jima?
ELABORATION
● The students will be give a drawing on the monument of Iwo Jima, that they will color, cut and paste on the top half of the construction paper. Then at the bottom part they will write what they learned about the monument and why was it important.
● Their work will be displayed on the bulletin board.
EVALUATION
● To evaluate the students they will have a take home assignment that will be done with the collaboration of parents.
● It will be a Monument Museum, were the teacher will give the students a different monument or US symbol. Then they have to do a small speech by answering this questions: Where is it located, the region, What they represent, what is known for, and an interesting fact. The teacher will provide a description of each monument given. The parents will be given instructions on the project and they will need to create a costume or drawing on the selected monument.
● Presentations on this Monument Museum will be done at the end of the week. We will invite parents to this activity. Where the students will be the monuments and will be standing until the audience press a button that they will have to begin talking about the monument.
Lesson 3: Who is Harlon Block?
Subject / grade level: Social Studies, 1st and 2nd Grade
Materials:
● Video Together we make football https://www.youtube.com/watch?v=DZtWuoGas_g
● Biography of Harlon Block
● Poster paper/construction paper
● Colors/Markers
● Pictures of Harlon Block
● scissors
● glue
● pencil
NC SCOS Essential Standards and Clarifying Objectives
§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
The student is expected to:
(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr.,
who have influenced the community, state, and nation;
(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness;
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence
Day, and Thanksgiving; and
(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government
buildings.
Lesson objective(s):
● The student will learn about the importance of being a good citizen.
● The student will learn about Harlon Block life
● The student will identify Harlon Block, contributions to the United States
● The student will explain why is Harlon Block important to the United States
Differentiation strategies to meet diverse learner needs:
SPED,GATE gifted, Specific Learning Disabilities, ELL
The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students.
ENGAGEMENT
● To activate students’ prior knowledge, teacher will start by asking a set of questions to the students. Then, introduce the topic for the day.
● What is being a good citizen?
● What are the characteristics of a good citizen?
● Today we will learn about Harlon Block
● If students do not have or show prior knowledge teacher will review basic concepts of good citizenship.
EXPLORATION
● Teacher will guide a short story reading about Harlon Block life.
● Why Harlon Block became a historical figure?
● During the reading students will be able to identify important events that happened during Harlon Block life.
EXPLANATION
● Teacher will show the video “Together we make football” and explain to the students about important events that marked the life of Harlon Block
● Then students will form small groups and discuss about what made Harlon Block to be considered a good citizen and a historical figure. During this activity teacher will be walking around to verify that the students have understood the concepts of historical figure and good citizen.
ELABORATION
● Students will work in an activity about who Harlon Block was?
● For this activity the students will be given a poster and Harlon Block picture to glue it in the poster.
● Then around the poster students will put name, what is harlon Block famous for? place of birth and birth date.
● Students will list some key events on Harlon Block life.
● What were Harlon Block major accomplishments?
● After students gather all the information, students will create a poster about Harlon Block life.
● Vocabulary: good citizen, historical figure, community, freedom
● With this activity students will understand that anyone can contribute to their community.
● Students will connect the information given with local community places named after Harlon Block. For example the Harlon Block Sports Complex, Harlon Block exposition at the Weslaco Museum.
EVALUATION
● Students will write a reflection about what was learned during the lesson
● Student will explain why Harlon Block is important to our community.
● Families will be engaged by inviting them to assist to the Iwo Jima/Harlon Block Parade at the Marine Military Academy
Lesson 4: Rising of the Flag/Chronological order
Subject / grade level: Social Studies, 1st and 2nd Grade
Materials:
● Scissors
● Glue
● Rising of the flag monument pictures
● Harlon Block Pictures
● Construction Paper
● pencil
● crayons
NC SCOS Essential Standards and Clarifying Objectives
§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(3) History. The student understands the concepts of time and chronology. The student is expected to:
(C) create a calendar and simple timeline.
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(2) History. The student understands the concepts of time and chronology. The student is expected to:
(A) describe the order of events by using designations of time periods such as historical and present times;
Lesson objective(s):
● The student will create a simple timeline
● The students will describe significant events in Harlon Block life
Differentiation strategies to meet diverse learner needs:
SPED
GATE gifted
Specific Learning Disabilities
ELL
Teacher will provide a sample of the timeline this way student can follow the sample and work more independently.
ENGAGEMENT
● Teacher will activate prior knowledge of students by asking questions about previous lessons.
● What did we learn yesterday?
● Who is Harlon Block?
● What he did for the United States?
● Then teacher will introduce lesson topic.
● Today we will create a timeline about Harlon Block Life
EXPLORATION
● The student will create a simple timeline
● When was Harlon Block born?
● When did Harlon Block sign up to join the marines?
● When did Harlon Block went to World War II?
● When did the Battle of Iwo Jima Happened?
● When was the rising of the flag in Iwo Jima?
● When did Harlon Block dies?
● When was Harlon Block body translated to Weslaco TX?
● When was the Rising of the flag monument installed in Washington DC?
● When was the rising of the flag monument installed in Harlingen TX?
● When is the Harlon Block Parade?
● Teacher will review the events with the students as a whole group.
EXPLANATION
● Teacher will explain what is chronological order?
● Teacher will explain about the importance of knowing how to list events in chronological order.
ELABORATION
● After having listed all major events in Harlon Block life:
● Students will create the timeline
● Teacher will introduce the vocabulary concepts
● time
● chronological events
● calendar
● year
● past
● present
● Students will connect to real life understanding the concept of time
● Students will list the events per year and will understand the concept of past and present
● The students will connect the activity with the Harlon Block Parade.
EVALUATION
● Teacher will ask students what did you learn about chronological order?
● How do we use chronological order at home?
Lesson 5: Presentations on monuments
Subject / grade level: Social Studies, 1st and 2nd Grade
Materials:
● Paper button to place on students
● Snacks/ Drinks
NC SCOS Essential Standards and Clarifying Objectives
§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(2) History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
The student is expected to:
(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr.,
who have influenced the community, state, and nation;
(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness; and
(C) compare the similarities and differences among the lives and activities of historical figures and other individuals who have influenced
the community, state, and nation.
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.
(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:
(A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence
Day, and Thanksgiving; and
(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government
buildings.
Lesson objective(s):
1. The student will apply their knowledge of monuments on the presentation
Differentiation strategies to meet diverse learner needs:
SPED/ELL/Specific Learning Disabilities- The use of images, videos, and vocabulary words posted will be used to help students understand the lesson. As well as the use of verbal gestures and group work. The teacher will be monitoring and supporting students.
ENGAGEMENT
● The teacher will create a discussion on what they learned throughout the week and clarify any questions the students may have.
○ Questions to ask:
■ Who can tell me one thing they learned this week?
■ Why was the battle of Iwo Jima important?
■ Who was Harlon Block and why is he remembered?
■ Where are the monuments of Iwo Jima located?
EXPLORATION
● Students will demonstrate the knowledge acquired during the week about the different lessons.
● Students will display their homemade monuments and artifacts about the Iwo Jima Battle and Harlon Block life events.
EXPLANATION
● Students will explain the significance of their monuments to the visitors of our Iwo Jima/Harlon Block exposition.
● Students will be able to show their knowledge of the previous vocabulary concepts learned during the lesson of Battle of Iwo Jima, Monuments, and Harlon Block.
ELABORATION
● Students will perform the activity “Our very own museum of Harlon Block in The Battle of Iwo Jima”
● Students will guide the exposition of their homemade monuments and artifacts related to the Battle of Iwo Jima and Harlon Block
● Students will respond to “press the button” by talking about their monument to visitors.
EVALUATION
● Students will demonstrate what they learned from the lessons as they give the explanations of their monuments and artifacts to the exposition visitors.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Harlon Block & The Battle of Iwo Jima Lesson Plan
Subject
The topic of the resource
World War II
Freedom
Battle of Iwo Jima
Harlon Block
Description
An account of the resource
The purpose of the lesson is to teach students the importance of freedom and courage that US Marines or any other military services offer to us. In our lessons we talk about World War II (WWII), the Battle of Iwo Jima and monuments especially the ones dedicated to this battle. Working our way to introducing Harlon Block and why is he important to society. Throughout the lesson, the essential questions are: Why we have freedom? Who was Harlon Block? How can you create an impact to society/community? The students will learn why there are wars and how the military has an impact on citizens lives. The students will participate in a series of activities that will not only teach them about the war and Harlon Block. They will also learn what it means to be good citizens. The pedagogy used in this lesson was the critical education theory of Paulo Freire since it centered on the curiosity of children, innovation and working collaboratively with one another to fight for social justice (Lewis, 2012, p. 29). Within this lesson, we have incorporated these keywords: Battle, freedom, courage, citizenship, symbolism, chronological events, and community.
Creator
An entity primarily responsible for making the resource
SacNicte Garza
Laura Cortez
Source
A related resource from which the described resource is derived
UTRGV College of Education
EDCI335-30
Spring 2019
Publisher
An entity responsible for making the resource available
University of Texas Rio Grande Valley Special Collections and University Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
1945
Contributor
An entity responsible for making contributions to the resource
University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Weslaco, Tx
Rights
Information about rights held in and over the resource
Cortez, Laura, & Garza, SacNicte. (2019). Lesson Plan for Harlon Block &The Battle of Iwo Jima. Retrieved From https://rgvprimarysourceguides.omeka.net/items/show/47
primary source
-
https://omeka.utrgv.edu/files/original/61e2b425c53c5ea3ca38ae9bbec48127.pdf
d09402e332f30d9b0051718ad375d3ce
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
3 days
Standards
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Objectives
The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Materials
1. “What is Juneteenth? Watch a Juneteenth for Kids Cartoon (Fun Facts about Juneteenth)” YouTube video
2. Document Camera
3. Social Studies Journals
4. Pencils
5. iPads
6. Computers
7. Quiz
8. Tape
Lesson Plan Text
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. Texas Flag
2. Pledge lyrics
3. Social Studies Journals
4. Pencils
5. Bag
• 18 states and territory written in pieces of papers
6. iPads
7. Computers
8. Document Camera
9. Colors
10. Markers
11. Color Pencils
12. Flag templet
13. Scissors
14. Glue
15. Tape
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(C) recite and explain the meaning of the Pledge to the Texas Flag.
Lesson objective(s):
• The student is expected to recite and explain the meaning of the Pledge to the Texas Flag.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may work independently when researching what state has a pledge and flag.
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will explain to the students that they will be learning why they Pledge to the Texas Flag.
o “Good morning/afternoon class. Today we will be learning WHY we say a Pledge to the Texas Flag.”
• Next, the teacher will ask the students questions if they can think of a reason why we say a Pledge to the Texas Flag.
o “Why do we say the Texas Pledge every morning, every day?”
o “Can anyone think of a reason we say a Pledge to the Texas Flag?”
o “Why do you think that?”
o “Is there a clue or hint that they give us?”
• The teacher will take into consideration the students’ responses.
• Based on what the students say the teacher will write them on the board for them to keep in mind throughout the lesson.
• Then, the teacher will give a brief explanation to the students the real reason why Texans Pledge to the Texas flag.
o The teacher MUST have background knowledge of the reason why we pledge to the Texas Flag to be able to complete this lesson.
o Further in the lesson the teacher MUST know the States along with Territories that belong to the United States.
• Some questions that the students may ask themselves are:
o “Why do we honor the Texas flag?”
o “Why does Texas have its own Pledge?”
EXPLORATION:
• The teacher will tell the students to take out their Social Studies Journals because they will be writing important information.
• First, the teacher will give each student a blank flag templet where they are to draw the Texas flag and underneath write the Pledge.
(Vandevall, 2019)
• Next, students are to cut out their work and paste it on their Social Studies journal.
• After students have pasted it into their journals, the teacher will go into detail about the Texas Pledge to the Texas Flag.
o The teacher will go over:
Texas Pledge:
• “Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible.”
Texas Flag
Etc.
• While the teacher goes over each bullet, the students are to write it down in their journals.
• Next, the teacher will address any questions that the students may have.
o The teacher may have a whole class discussion to discuss any misunderstanding or to review the material.
• Next, the teacher will explain to the students that they will be learning about what other states/territory have a Pledge for their state/territory Flag.
• The teacher will have a bag with the different states/territory they will be learning about.
1. Alabama
2. Arkansas
3. Georgia
4. Guam (Territory)
5. Kentucky
6. Louisiana
7. Michigan
8. Mississippi
9. New Mexico
10. North Carolina
11. Ohio
12. Oklahoma
13. Rhode Island
14. South Carolina
15. South Dakota
16. Tennessee
17. Texas (The teacher may exclude this state from the activity or may leave it to see what students can find)
18. Virginia
• The teacher will walk around and have students pick a piece of paper.
o The papers will contain the States/Territory name that they will be learning about.
o Students may work in partners or independently.
• The teacher will explain to students that along with States, the United States has territories as well.
o For example: Puerto Rico, Guam etc.
• Next, students will research the state or territory that they got.
• Students are to write down the following information on their Social Studies Journals.
o Students will write down the lyrics of the Pledge.
o Students will write the year the Pledge was created.
o Students will draw the States Flag.
o Etc.
• The teacher will give students enough time to research their States.
• While students are doing their research, the teacher will be walking around to assist students if needed and to make sure students are on task.
EXPLANATION:
• Once students are done, the teacher will call the students attention and explain to them that they are to share their research to the class.
• While each student is presenting, the rest of the students are to write down the information that they present.
o Pledge.
o Flag.
o Year the pledge was created.
o Etc.
• Once each student is done presenting, they are to tape the flag on the board for all students to see.
• After all students are done presenting, the teacher will discuss any information that they want to share and explain any concepts if needed based on what the students have said.
ELABORATION:
• Vocabulary:
o Pledge
o Allegiance
o Indivisible
o Republic
o Salute
o Loyalty
o Symbols
• This lesson will help students apply this knowledge acquired from the lesson to their daily lives by understanding the reason why they say the Texas Pledge every day every morning in school.
EVALUATION:
• Exit ticket:
o The teacher will tell the students to take out a sheet of paper.
o Next, students are to write three to four sentences explaining what they learned from the lesson.
o After students are done writing their sentences, they are to turn it in on the teachers’ desk or give it to the teacher on their way out.
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. Primary Source Land Application Form
2. Social Studies Journals
3. Pencils
4. “History of the Alamo” YouTube video
5. Document Camera
6. Paper
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Lesson objective(s):
• The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may…
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will ask the students if they know/remember what the Texas Independence Day.
o “What can you tell me about Texas Independence Day?”
o “What makes Texas Independence Day important?”
o “What did we gain?”
o “What did we lose?”
The teacher must remember that no answer is the wrong answer.
• Based on what the students say, the teacher and students will have a whole class discussion.
o The teacher may write down some responses on the board.
• Next, the teacher will show the students a YouTube video.
• The teacher will tell the students to pay close attention to the lyrics because they are going to be talking about it after the video.
• After the video, the teacher will ask the students what they saw and what they understood.
o This will lead to a class discussion.
• After the discussion, the teacher will play the video one more time but this time the teacher will pause the video to give a brief explanation on what is happening. (the teacher will go into depth later in the lesson.)
o For example:
The teacher will pause the video at 0:50 where it says, “They wanted adoption of laws and assimilation.”
• The teacher will explain to the students that the President of Mexico at that time, General Antonio Lopez de Santa Ana, was implementing laws that residents from Texas didn’t agree with.
• An example that the teacher can give is that one of those laws was to abolish slavery. Texas wanted to keep slaves, but Mexico did not.
• Once the teacher is done explaining the video, she/he will tell the students to take out their Social Studies Journal.
• Some questions that the students may ask themselves are:
o “What is the significance of Texas Independence Day?”
o “Why do we celebrate it?”
EXPLORATION:
• The teacher will then inform and explain to the students the significance of Texas Independence Day.
• The students are to write this information in their Social Studies journal.
o Information will include:
Conflicts between Texas and Mexico.
The year Texas won its Independence
The residents from Texas at the time of the battle.
The overall significance of Texas Independence Day.
• When the teacher reaches the bullet for residents from Texas at the time that Texas won its Independence, the teacher will take out a Land Application form that a resident from Texas had to sign to declare that he, Jose Luis Chirino, was a resident from Texas.
• The teacher will use the document camera to project the form onto the board for all students to see.
(Chirino, 1838)
• The students may explore the form before the teacher explains the history behind it.
o The students may work in partners or independently.
o Students are to write in their journals what they see and what they notice.
• Once students are done, the teacher will read what the document says.
EXPLANATION:
• Next, the teacher will explain the history behind the form.
o Resident Jose Luis Chirino
o When it was signed.
o Why it was signed.
o Etc.
• After explaining the history, the teacher will ask the students:
o “Based on what we know, what kind of source do you think this is?”
o “Remember that it could either be a primary source or secondary source.”
o “Why do you think that?”
o “How do you know?”
• Then, the teacher will explain that the form is in fact a primary source because it is the original copy from 1836.
• Next, the teacher will then explain to the students the overall significance of Texas Independence Day.
ELABORATION:
• Vocabulary:
o Independence
o Government
o Assimilation
o Historians
o Texas Constitution
o Primary Source
o Secondary Source
o Conflicts
o Significance
• This lesson will help students understand the history and significance of Texas Independence Day along with being able to identify a primary source from a secondary source.
EVALUATION:
• After the lesson, the teacher will tell the students that they will be writing a letter to a historical figure that helped Texas declare its independence.
o The students may write about how grateful they are for their bravery, what they gained and lost because of this battle and what they hope for the future of Texas.
• The teacher will give each student a white blank sheet of paper.
• The students will then write a letter to whom ever they choose.
• Once students are done writing their letter, they are to take it home to add coffee stains to the paper along with fire to burn the edges of the paper.
o This is to make the paper look antique. (Like the artifact they discussed in class).
• The students are to bring their letter back the next day with the coffee stains/burn marks to give to the teacher.
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. “What is Juneteenth? Watch a Juneteenth for Kids Cartoon (Fun Facts about Juneteenth)” YouTube video
2. Document Camera
3. Social Studies Journals
4. Pencils
5. iPads
6. Computers
7. Quiz
8. Tape
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Lesson objective(s):
• The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may complete the quiz independently.
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will ask the students if they know what Juneteenth is.
o “Good morning/afternoon, class! Does anybody know what Juneteenth is?”
• If the students do not know what Juneteenth is, the teacher will ask questions to see what the students can come up with or what they think it is.
o “What do you think Juneteenth is?”
o “What comes to mind when you hear the word Juneteenth?”
o “Could it be a celebration?”
o “When do you think Juneteenth is celebrated?”
• If the students do know what Juneteenth is the teacher may write down some responses on the board so the students can keep it in mind throughout the lesson.
• Next, the teacher will give a brief explanation of what Juneteenth is and how its celebrated in the Rio Grande Valley.
• After the teacher has explained, she/he will show the students a YouTube video about Juneteenth.
• The teacher will tell the students to pay close attention to the video because the teacher will be asking questions.
• After the video, the teacher will ask the students what they learned from the video.
o This will lead to a class discussion.
• After the discussion, the teacher will go into depth of how Juneteenth came to be and the significance behind it.
o What Juneteenth is.
o When Juneteenth is.
o Who celebrates Juneteenth.
o Whys it’s a state holiday.
o Etc.
• The teacher will write down and project important information onto the document camera while the students take notes on their Social Studies journals.
• Some questions that the students may ask themselves are:
o “How is Juneteenth celebrated?”
o “Why did Juneteenth become a state holiday?”
EXPLORATION:
• Next, the teacher will tell the students that they will be researching what the community does to celebrate Juneteenth.
o Students may research what cities of the Rio Grande Valley do to celebrate Juneteenth.
Some cities may be:
• Edinburg
• McAllen
• Sharyland
• Mercedes
• Etc.
o The teacher will make sure no city is repeated.
• The teacher will group the students into groups of four.
o Each student will have a task.
In each group there will be an:
• Investigator: a student who will surf the web.
• Writer: a student who will write down important information.
• Presenter: a student who will present their research to the class.
• Reflector: a student who will write down what they learned as a group about the research that they did.
o The students are to write down their information in their Social Studies journals.
• While the students are conducting their research, the teacher will be walking around to see if students need help and to make sure students are on task and following directions.
EXPLANATION:
• Once students are done with their research, they are to present their findings and share them to the class.
• After students are done presenting, the teacher will ask the students which celebration they would like to attend.
• IF POSSIBLE, the teacher will have a field trip with the students where a celebration of Juneteenth is held so the students can participate and learn first-hand the history behind Juneteenth.
ELABORATION:
• The teacher will ask the students to take out their finished letter from the previous day and place it in the homework bin or desk.
• The teacher will tape and hang it on the wall for all students to see.
• If desired, at the end of the lesson, the teacher may have a few students read their letter to the class.
• Vocabulary
o June
o Texas
o Abraham Lincoln
o Emancipation Proclamation
o Emancipation
o Plantations
o Freedom
o Slavery
o Rights
o Enforce
o Liberty
• This lesson will help students understand the importance of Juneteenth and what its community does to celebrate this state holiday.
EVALUATION:
• The teacher will explain to the students that they will be taking a quiz covering what they learned throughout the lessons.
• The questions from the quiz are as follows:
1. Which of the following lyrics are found in the Texas Pledge?
a. “…and with confidence in her future under the guidance of Almighty God.”
b. “…confident that justice shall prevail for all of those abiding here.”
c. “…one state under God, one and indivisible.”
d. “…where equal opportunity and justice to all is our ideal.”
2. How long did the Battle of the Alamo last?
a. 14 days
b. 3 days
c. 10 days
d. 13 days
3. Give an example of a secondary source.
4. How many Stars are on the Texas Flag?
a. 50 Stars
b. 1 Star
c. 13 Stars
d. 52 Stars
5. List some conflicts between Texas and Mexico.
6. Which of the following is an example of a primary source?
a. Archives
b. Encyclopedias
c. Bibliographies
d. Magazines
7. What do you think would happen if Texas never won its Independence?
8. When is Juneteenth celebrated?
a. June 16th
b. June 19th
c. July 16th
d. July 19th
9. When did Texas win its Independence
a. July 4, 1821
b. January 1, 1836
c. April 21, 1836
d. December 29, 1845
10. Why do we celebrate Juneteenth?
Teacher Answer Key
1. C
2. D
3. Articles AFTER the event, bibliographies, encyclopedias
4. B
5. Texas wanted to keep slaves, but Mexico didn’t. Texans did not like the laws that General Santa Anna was making. Etc.
6. A
7. Any answer is correct.
8. B
9. C
10. To celebrate the ending of slavery. The enslaved were now free.
• The teacher will give out a quiz to each student.
• If needed, the teacher may read the question and answer ONLY to the students.
• Once the students have finished with their quiz, they are to raise their hands to let the teacher know they are done.
• The teacher will pick up the quizzes to grade them.
o IF DESIRED, if there are no more tests out, the teacher may go over each question verbally.
• After the teacher, has picked up the test, the students are to discuss with the teacher what is it they learned from the lesson.
o As a class they can discuss what they liked, what they didn’t like, what they thought was interesting, etc.
Dublin Core
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Title
A name given to the resource
Mercedes Livestock Show & Rodeo Lesson Plans
Subject
The topic of the resource
Livestock Show
Rodeo
Mercedes, Texas
Cattle Show
Description
An account of the resource
During these five lessons, the students learned a small portion of what the Rio Grande Valleys culture consists of through the Mercedes Livestock Show and Rodeo. In the first lesson we informed the students about the jobs that are in our community as well as in the livestock show. We must educate our students of the importance of those people and the jobs they do. On Tuesday, the students were able to see what it was like to be a cowboy for a day. They learned new vocabulary words referring to cowboys and their clothing. On Wednesday it went more in dept on the marking/brandings of the cattle. We opened our lesson by talking about the Rio Grande Valleys history and telling the students that back in the day ranchers used these markings to distinguish which cattle belonged to Texas and what cattle belonged to Mexico. On Thursday we wanted to have a designated day for the activities that are in the Livestock Show and Rodeo. The Livestock Show and Rodeo includes a carnival, plenty of food such as turkey legs, barbecue, funnel cake and has a petting area for kids to touch the animals. Lastly, on Friday we decided it was going to be a review and assess day for the students. We wanted the students to review everything from the previous days by using the game jeopardy which is very fun to play for students and it involves team work in action.
Creator
An entity primarily responsible for making the resource
Alejandra Cardenas
Karen Rodríguez
Source
A related resource from which the described resource is derived
UTRGV College of Education
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Rights
Information about rights held in and over the resource
Cardenas, Alejandra & Rodríguez, Karen. (2019). Mercedes Livestock Show & Rodeo Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/48
Format
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PDF
Language
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English
Type
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Lesson PLan
Identifier
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LessonPlan-MercedesLivestockShow-CardenasRodriguez
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Mercedes, Texas
primary source
-
https://omeka.utrgv.edu/files/original/d8c16a8efe038d0ba7e26dc041db6af4.png
a521c45119df606a0b06c3333014bf17
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Rubric for Mercedes Livestock Show Lesson
Subject
The topic of the resource
Livestock Show
Rodeo
Cattle Show
Mercedes, Texas
Creator
An entity primarily responsible for making the resource
Alejandra Cardenas
Karen Rodríguez
Source
A related resource from which the described resource is derived
UTRGV College of Education
Publisher
An entity responsible for making the resource available
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Language
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English
Identifier
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Rubric-MercedesLivestockShow-CardenasRodriguez
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Mercedes, Texas
Relation
A related resource
<a href="https://rgvprimarysourceguides.omeka.net/items/browse?advanced%5B0%5D%5Belement_id%5D=50&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Mercedes+Livestock+Show+%26+Rodeo+Lesson+Plans">Mercedes Livestock Show & Rodeo Lesson Plans</a>
primary source
-
https://omeka.utrgv.edu/files/original/1a6015b7ed4de0512c332ce2589b034c.png
47d7f8588e38281f048e7ca69661e6ad
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Rubric for Texas Citizenship Lesson
Creator
An entity primarily responsible for making the resource
Alejandra Cardenas
Source
A related resource from which the described resource is derived
UTRGV College of Education
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Format
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PNG
Language
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English
Identifier
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Rubric-TexasCitizenship-Cardenas
Subject
The topic of the resource
Citizenship
Texas Citizenship
Juneteenth
Slavery
Emancipation
Texas Independence
Description
An account of the resource
Accompanying Rubric to Texas Citizenship Lesson Plans
Relation
A related resource
<a href="https://rgvprimarysourceguides.omeka.net/items/show/51">Texas Citizenship Lesson Plans</a> by Alejandra Cardenas
primary source
-
https://omeka.utrgv.edu/files/original/6c01156b9ec71dc40604623244c492d3.pdf
952154edfe58c99650e4466a03512192
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
3 Lessons
Standards
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(C) recite and explain the meaning of the Pledge to the Texas Flag.
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Objectives
The student is expected to recite and explain the meaning of the Pledge to the Texas Flag.
Materials
1. Texas Flag
2. Pledge lyrics
3. Social Studies Journals
4. Pencils
5. Bag
• 18 states and territory written in pieces of papers
6. iPads
7. Computers
8. Document Camera
9. Colors
10. Markers
11. Color Pencils
12. Flag templet
13. Scissors
14. Glue
15. Tape
Lesson Plan Text
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. Texas Flag
2. Pledge lyrics
3. Social Studies Journals
4. Pencils
5. Bag
• 18 states and territory written in pieces of papers
6. iPads
7. Computers
8. Document Camera
9. Colors
10. Markers
11. Color Pencils
12. Flag templet
13. Scissors
14. Glue
15. Tape
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(C) recite and explain the meaning of the Pledge to the Texas Flag.
Lesson objective(s):
• The student is expected to recite and explain the meaning of the Pledge to the Texas Flag.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may work independently when researching what state has a pledge and flag.
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will explain to the students that they will be learning why they Pledge to the Texas Flag.
o “Good morning/afternoon class. Today we will be learning WHY we say a Pledge to the Texas Flag.”
• Next, the teacher will ask the students questions if they can think of a reason why we say a Pledge to the Texas Flag.
o “Why do we say the Texas Pledge every morning, every day?”
o “Can anyone think of a reason we say a Pledge to the Texas Flag?”
o “Why do you think that?”
o “Is there a clue or hint that they give us?”
• The teacher will take into consideration the students’ responses.
• Based on what the students say the teacher will write them on the board for them to keep in mind throughout the lesson.
• Then, the teacher will give a brief explanation to the students the real reason why Texans Pledge to the Texas flag.
o The teacher MUST have background knowledge of the reason why we pledge to the Texas Flag to be able to complete this lesson.
o Further in the lesson the teacher MUST know the States along with Territories that belong to the United States.
• Some questions that the students may ask themselves are:
o “Why do we honor the Texas flag?”
o “Why does Texas have its own Pledge?”
EXPLORATION:
• The teacher will tell the students to take out their Social Studies Journals because they will be writing important information.
• First, the teacher will give each student a blank flag templet where they are to draw the Texas flag and underneath write the Pledge.
(Vandevall, 2019)
• Next, students are to cut out their work and paste it on their Social Studies journal.
• After students have pasted it into their journals, the teacher will go into detail about the Texas Pledge to the Texas Flag.
o The teacher will go over:
Texas Pledge:
• “Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible.”
Texas Flag
Etc.
• While the teacher goes over each bullet, the students are to write it down in their journals.
• Next, the teacher will address any questions that the students may have.
o The teacher may have a whole class discussion to discuss any misunderstanding or to review the material.
• Next, the teacher will explain to the students that they will be learning about what other states/territory have a Pledge for their state/territory Flag.
• The teacher will have a bag with the different states/territory they will be learning about.
1. Alabama
2. Arkansas
3. Georgia
4. Guam (Territory)
5. Kentucky
6. Louisiana
7. Michigan
8. Mississippi
9. New Mexico
10. North Carolina
11. Ohio
12. Oklahoma
13. Rhode Island
14. South Carolina
15. South Dakota
16. Tennessee
17. Texas (The teacher may exclude this state from the activity or may leave it to see what students can find)
18. Virginia
• The teacher will walk around and have students pick a piece of paper.
o The papers will contain the States/Territory name that they will be learning about.
o Students may work in partners or independently.
• The teacher will explain to students that along with States, the United States has territories as well.
o For example: Puerto Rico, Guam etc.
• Next, students will research the state or territory that they got.
• Students are to write down the following information on their Social Studies Journals.
o Students will write down the lyrics of the Pledge.
o Students will write the year the Pledge was created.
o Students will draw the States Flag.
o Etc.
• The teacher will give students enough time to research their States.
• While students are doing their research, the teacher will be walking around to assist students if needed and to make sure students are on task.
EXPLANATION:
• Once students are done, the teacher will call the students attention and explain to them that they are to share their research to the class.
• While each student is presenting, the rest of the students are to write down the information that they present.
o Pledge.
o Flag.
o Year the pledge was created.
o Etc.
• Once each student is done presenting, they are to tape the flag on the board for all students to see.
• After all students are done presenting, the teacher will discuss any information that they want to share and explain any concepts if needed based on what the students have said.
ELABORATION:
• Vocabulary:
o Pledge
o Allegiance
o Indivisible
o Republic
o Salute
o Loyalty
o Symbols
• This lesson will help students apply this knowledge acquired from the lesson to their daily lives by understanding the reason why they say the Texas Pledge every day every morning in school.
EVALUATION:
• Exit ticket:
o The teacher will tell the students to take out a sheet of paper.
o Next, students are to write three to four sentences explaining what they learned from the lesson.
o After students are done writing their sentences, they are to turn it in on the teachers’ desk or give it to the teacher on their way out.
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. Primary Source Land Application Form
2. Social Studies Journals
3. Pencils
4. “History of the Alamo” YouTube video
5. Document Camera
6. Paper
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Lesson objective(s):
• The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may…
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will ask the students if they know/remember what the Texas Independence Day.
o “What can you tell me about Texas Independence Day?”
o “What makes Texas Independence Day important?”
o “What did we gain?”
o “What did we lose?”
The teacher must remember that no answer is the wrong answer.
• Based on what the students say, the teacher and students will have a whole class discussion.
o The teacher may write down some responses on the board.
• Next, the teacher will show the students a YouTube video.
• The teacher will tell the students to pay close attention to the lyrics because they are going to be talking about it after the video.
• After the video, the teacher will ask the students what they saw and what they understood.
o This will lead to a class discussion.
• After the discussion, the teacher will play the video one more time but this time the teacher will pause the video to give a brief explanation on what is happening. (the teacher will go into depth later in the lesson.)
o For example:
The teacher will pause the video at 0:50 where it says, “They wanted adoption of laws and assimilation.”
• The teacher will explain to the students that the President of Mexico at that time, General Antonio Lopez de Santa Ana, was implementing laws that residents from Texas didn’t agree with.
• An example that the teacher can give is that one of those laws was to abolish slavery. Texas wanted to keep slaves, but Mexico did not.
• Once the teacher is done explaining the video, she/he will tell the students to take out their Social Studies Journal.
• Some questions that the students may ask themselves are:
o “What is the significance of Texas Independence Day?”
o “Why do we celebrate it?”
EXPLORATION:
• The teacher will then inform and explain to the students the significance of Texas Independence Day.
• The students are to write this information in their Social Studies journal.
o Information will include:
Conflicts between Texas and Mexico.
The year Texas won its Independence
The residents from Texas at the time of the battle.
The overall significance of Texas Independence Day.
• When the teacher reaches the bullet for residents from Texas at the time that Texas won its Independence, the teacher will take out a Land Application form that a resident from Texas had to sign to declare that he, Jose Luis Chirino, was a resident from Texas.
• The teacher will use the document camera to project the form onto the board for all students to see.
(Chirino, 1838)
• The students may explore the form before the teacher explains the history behind it.
o The students may work in partners or independently.
o Students are to write in their journals what they see and what they notice.
• Once students are done, the teacher will read what the document says.
EXPLANATION:
• Next, the teacher will explain the history behind the form.
o Resident Jose Luis Chirino
o When it was signed.
o Why it was signed.
o Etc.
• After explaining the history, the teacher will ask the students:
o “Based on what we know, what kind of source do you think this is?”
o “Remember that it could either be a primary source or secondary source.”
o “Why do you think that?”
o “How do you know?”
• Then, the teacher will explain that the form is in fact a primary source because it is the original copy from 1836.
• Next, the teacher will then explain to the students the overall significance of Texas Independence Day.
ELABORATION:
• Vocabulary:
o Independence
o Government
o Assimilation
o Historians
o Texas Constitution
o Primary Source
o Secondary Source
o Conflicts
o Significance
• This lesson will help students understand the history and significance of Texas Independence Day along with being able to identify a primary source from a secondary source.
EVALUATION:
• After the lesson, the teacher will tell the students that they will be writing a letter to a historical figure that helped Texas declare its independence.
o The students may write about how grateful they are for their bravery, what they gained and lost because of this battle and what they hope for the future of Texas.
• The teacher will give each student a white blank sheet of paper.
• The students will then write a letter to whom ever they choose.
• Once students are done writing their letter, they are to take it home to add coffee stains to the paper along with fire to burn the edges of the paper.
o This is to make the paper look antique. (Like the artifact they discussed in class).
• The students are to bring their letter back the next day with the coffee stains/burn marks to give to the teacher.
Teacher: Ms. Alejandra Cardenas
Date: May 5, 2019
Grade level: 4th Grade
Subject: Social Studies - Citizenship
Materials:
1. “What is Juneteenth? Watch a Juneteenth for Kids Cartoon (Fun Facts about Juneteenth)” YouTube video
2. Document Camera
3. Social Studies Journals
4. Pencils
5. iPads
6. Computers
7. Quiz
8. Tape
TEKS Standards:
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
Lesson objective(s):
• The student is expected to describe the origins and significance of the state celebrations such as Texas Independence Day and Juneteenth.
Differentiation strategies to meet diverse learner needs:
• Enrichment: Students who need a challenge may complete the quiz independently.
• Support: The teacher is to assist those students who need help and may monitor the students to make sure they are following directions and are on task.
ENGAGEMENT:
• The teacher will ask the students if they know what Juneteenth is.
o “Good morning/afternoon, class! Does anybody know what Juneteenth is?”
• If the students do not know what Juneteenth is, the teacher will ask questions to see what the students can come up with or what they think it is.
o “What do you think Juneteenth is?”
o “What comes to mind when you hear the word Juneteenth?”
o “Could it be a celebration?”
o “When do you think Juneteenth is celebrated?”
• If the students do know what Juneteenth is the teacher may write down some responses on the board so the students can keep it in mind throughout the lesson.
• Next, the teacher will give a brief explanation of what Juneteenth is and how its celebrated in the Rio Grande Valley.
• After the teacher has explained, she/he will show the students a YouTube video about Juneteenth.
• The teacher will tell the students to pay close attention to the video because the teacher will be asking questions.
• After the video, the teacher will ask the students what they learned from the video.
o This will lead to a class discussion.
• After the discussion, the teacher will go into depth of how Juneteenth came to be and the significance behind it.
o What Juneteenth is.
o When Juneteenth is.
o Who celebrates Juneteenth.
o Whys it’s a state holiday.
o Etc.
• The teacher will write down and project important information onto the document camera while the students take notes on their Social Studies journals.
• Some questions that the students may ask themselves are:
o “How is Juneteenth celebrated?”
o “Why did Juneteenth become a state holiday?”
EXPLORATION:
• Next, the teacher will tell the students that they will be researching what the community does to celebrate Juneteenth.
o Students may research what cities of the Rio Grande Valley do to celebrate Juneteenth.
Some cities may be:
• Edinburg
• McAllen
• Sharyland
• Mercedes
• Etc.
o The teacher will make sure no city is repeated.
• The teacher will group the students into groups of four.
o Each student will have a task.
In each group there will be an:
• Investigator: a student who will surf the web.
• Writer: a student who will write down important information.
• Presenter: a student who will present their research to the class.
• Reflector: a student who will write down what they learned as a group about the research that they did.
o The students are to write down their information in their Social Studies journals.
• While the students are conducting their research, the teacher will be walking around to see if students need help and to make sure students are on task and following directions.
EXPLANATION:
• Once students are done with their research, they are to present their findings and share them to the class.
• After students are done presenting, the teacher will ask the students which celebration they would like to attend.
• IF POSSIBLE, the teacher will have a field trip with the students where a celebration of Juneteenth is held so the students can participate and learn first-hand the history behind Juneteenth.
ELABORATION:
• The teacher will ask the students to take out their finished letter from the previous day and place it in the homework bin or desk.
• The teacher will tape and hang it on the wall for all students to see.
• If desired, at the end of the lesson, the teacher may have a few students read their letter to the class.
• Vocabulary
o June
o Texas
o Abraham Lincoln
o Emancipation Proclamation
o Emancipation
o Plantations
o Freedom
o Slavery
o Rights
o Enforce
o Liberty
• This lesson will help students understand the importance of Juneteenth and what its community does to celebrate this state holiday.
EVALUATION:
• The teacher will explain to the students that they will be taking a quiz covering what they learned throughout the lessons.
• The questions from the quiz are as follows:
1. Which of the following lyrics are found in the Texas Pledge?
a. “…and with confidence in her future under the guidance of Almighty God.”
b. “…confident that justice shall prevail for all of those abiding here.”
c. “…one state under God, one and indivisible.”
d. “…where equal opportunity and justice to all is our ideal.”
2. How long did the Battle of the Alamo last?
a. 14 days
b. 3 days
c. 10 days
d. 13 days
3. Give an example of a secondary source.
4. How many Stars are on the Texas Flag?
a. 50 Stars
b. 1 Star
c. 13 Stars
d. 52 Stars
5. List some conflicts between Texas and Mexico.
6. Which of the following is an example of a primary source?
a. Archives
b. Encyclopedias
c. Bibliographies
d. Magazines
7. What do you think would happen if Texas never won its Independence?
8. When is Juneteenth celebrated?
a. June 16th
b. June 19th
c. July 16th
d. July 19th
9. When did Texas win its Independence
a. July 4, 1821
b. January 1, 1836
c. April 21, 1836
d. December 29, 1845
10. Why do we celebrate Juneteenth?
Teacher Answer Key
1. C
2. D
3. Articles AFTER the event, bibliographies, encyclopedias
4. B
5. Texas wanted to keep slaves, but Mexico didn’t. Texans did not like the laws that General Santa Anna was making. Etc.
6. A
7. Any answer is correct.
8. B
9. C
10. To celebrate the ending of slavery. The enslaved were now free.
• The teacher will give out a quiz to each student.
• If needed, the teacher may read the question and answer ONLY to the students.
• Once the students have finished with their quiz, they are to raise their hands to let the teacher know they are done.
• The teacher will pick up the quizzes to grade them.
o IF DESIRED, if there are no more tests out, the teacher may go over each question verbally.
• After the teacher, has picked up the test, the students are to discuss with the teacher what is it they learned from the lesson.
o As a class they can discuss what they liked, what they didn’t like, what they thought was interesting, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Texas Citizenship Lesson Plans
Subject
The topic of the resource
Citizenship
Texas Citizenship
Juneteenth
Slavery
Emancipation
Texas Independence
Description
An account of the resource
For this Social Studies lesson, I decided to focus on the history of Texas and two of its significant celebrations. Throughout these three lesson plans, students will learn the purpose behind the Texas Pledge, the significance of Texas Independence Day, and the reason why Juneteenth became a state holiday. In addition, necessary information is included so students fully understand the meaning behind these celebrations that contribute to Texas history. During these lessons, plenty of writing opportunities were incorporated, along with verbal discussions, that will help the students improve their writing and oral skills. These tasks will help the students share their knowledge and serve as preparation for future tests, such as the STAAR. Lastly, a project was included that will allow students to be creative while demonstrating their understanding of the objectives, which will also be determined in their final assessment.
Creator
An entity primarily responsible for making the resource
Alejandra Cardenas
Source
A related resource from which the described resource is derived
UTRGV College of Education
Contributor
An entity responsible for making contributions to the resource
The University of Texas Rio Grande Valley
UTRGV College of Education
Stephanie Anckle
Rights
Information about rights held in and over the resource
Cardenas, Alejandra. (2019). Texas Citizenship Lesson Plans. Retrieved from
https://rgvprimarysourceguides.omeka.net/items/show/51
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Lesson Plan
Identifier
An unambiguous reference to the resource within a given context
LessonPlan-TexasCitizenship-Cardenas
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Texas
primary source