33 25 841 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/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/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/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 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 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/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 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&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;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-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/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&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;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/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&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;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/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&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;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/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&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;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/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&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;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/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&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;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/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&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;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/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&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;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/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&amp;context=L&amp;vid=01UT_RGV_INST:UTRGV&amp;search_scope=Search_All&amp;tab=Search_All&amp;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/421133059c16d83a8480c082aa1f1f1b.tif 9ee81fd3e417fa0c3f4990d7d7f20fe5 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/d3e4835581b87649b6af49c83c36de13.tif 1472f627afed5cff2cc897d741dcbc7c 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 clipping] Edinburg Juneteenth observation Thursday at Restlawn Cemetery, Valley Town Crier (1997-06-18) 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 Edinburg Juneeteenth Observation Subject The topic of the resource Juneteenth Slavery Emancipation Civil War Texas Description An account of the resource A newspaper clip for the Juneteenth celebration in Edinburg at the Restlawn Cemetery. The author explains directions on where the place is located. 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 Valley Town Crier Date A point or period of time associated with an event in the lifecycle of the resource 1997-06-18 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_RestlawnCemetery 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 at the Restlawn Cemetery, 1997. Reference Files, Box HT 1, Folder 9, Edinburg Juneeteenth Observation. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. primary source https://omeka.utrgv.edu/files/original/f572b0b3543717308544207af4aa987d.tif c9ae083c651429d812dc97fcf52b3644 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 Press release for celebration of Juneteenth at Bethel Park (2015) 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 Program Juneteenth Celebration at Bethel Park Subject The topic of the resource Slavery Juneteenth Emancipation Civil War African Americans Description An account of the resource Schedule for the Juneteenth Celebration at Bethel Park. Source A related resource from which the described resource is derived 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 2015-06-19 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley 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_BethelParkJuneteenth 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 Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Ceremony Schedule for the Juneteenth celebrations in Bethel Park, 2015. Reference Files, Box HT 1, Folder 9, Juneteenth Celebration at Bethel Park. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. primary source https://omeka.utrgv.edu/files/original/9f5725bd25281f1c0b853b46415236c1.tif d80b82c3601b61abdc81ceef1b924d77 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 article, "Juneteenth marks belated end of slavery in Texas," by Brig Lopez III for The Monitor (1997-06-18) 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 Celebration of the Juneteenth in Edinburg [Newspaper article, "Juneteenth marks belated end of slavery in Texas," by Brig Lopez III for The Monitor (1997-06-18)] Subject The topic of the resource Slavery Juneteenth Emancipation Civil War African Americans Black Americans Enslaved people Description An account of the resource A newspaper clip about the importance of the Juneteenth celebrations, and the history behind it. Creator An entity primarily responsible for making the resource Brig Lopez III 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 newspaper Date A point or period of time associated with an event in the lifecycle of the resource 1997-06-18 Rights Information about rights held in and over the resource Copyright 1997 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_EdinburgJuneteenth' 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 clipping, 1997. Reference Files, Box HT 1, Folder 9, Celebration of the Juneteenth in Edinburg. University Library, Special Collections and University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. primary source https://omeka.utrgv.edu/files/original/f46db46f94f08118e425368b425630d2.jpg 13933340429eca1e2718988b87983dad 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 coverage, "Pharr Riots Remembered," by Maro Robbins for The Monitor (1996-04-20) https://omeka.utrgv.edu/files/original/b62b8f908d019f00b5dcb857a0aab9e7.tiff 717973d4c4efaaa947bd1e541938bdb3 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 coverage, "Pharr Riots Remembered," by Maro Robbins for The Monitor (1996-04-20) 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 Newspaper coverage, "Pharr Riots Remembered" Subject The topic of the resource Pharr Riots Chicano Movements Description An account of the resource Students Engaged in Sociological Study, a club at The University of Texas Pan-American, pay tribute to Pharr Riots. Creator An entity primarily responsible for making the resource Maro Robbins The Monitor [newspaper] Source A related resource from which the described resource is derived 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 1996-04-20 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley 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/7130">Pharr Riot</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-PharrRiots_UTPARemembers COE-ReferenceFiles-PharrRiots_UTPARemembers2 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 Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Preferred Citation: "UTPA Remembers Pharr Riots with Homage," 1996. Reference Files, Box 2, UTPA's tribute for Pharr Riots, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. primary source https://omeka.utrgv.edu/files/original/893fa1493f00f67e48dfd7d75489a28c.tif 201f2100c9987eb0aad30237d13c5fab 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 [Alfonso Laredo Flores] Victim of Pharr Demonstration Will Be Buried this Afternoon, by Max Sisk for Valley Morning Star (1971) 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 clipping] The Burying of a Victim From the Pharr Riots Subject The topic of the resource Pharr Riots Chicano Movements Description An account of the resource A news release over the buried victim, Alfonso Laredo Flores, a 20-year-old, construction worker, that was killed during the Pharr Riots. Creator An entity primarily responsible for making the resource Mack Sisk Valley Morning Star 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 University of Texas Rio Grande Valley 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 University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Copyright 1971 Valley Morning Star. All rights reserved. Relation A related resource <a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/7130">Pharr Riot</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-PharrRiots_VictimFuneral 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 Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Preferred Citation: "The Burying of a Victim From the Pharr Riots," 1971. Reference Files, Box 2, The funeral of a victim killed during the Pharr Riots, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. primary source https://omeka.utrgv.edu/files/original/d3451a80b54ffe01d26983544d0e0806.tif 58401745384a0fc058a8663beba5dfae 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 clipping] Fallen Victim From the Pharr Riots, 1971-02-11 (Valley Morning Star) 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 clipping] Fallen Victim From the Pharr Riots Subject The topic of the resource Pharr Riots Chicano Movements Description An account of the resource A news release over a funeral of Alfonso Laredo Flores, a 20-year-old, construction worker, who was killed during the Pharr Riots. Creator An entity primarily responsible for making the resource Valley Morning Star [newspaper] Source A related resource from which the described resource is derived 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 1971-02-11 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Preferred Citation: "Fallen Victim From the Pharr Riots," 1971. Reference Files, Box 2, A Victim Killed During the Pharr Riots, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Relation A related resource <a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/7130">Pharr Riot</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-PharrRiots_VictimFuneral2 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 primary source https://omeka.utrgv.edu/files/original/1994781beea5a6fb9294b052dfc8438e.tiff be8c97781073dc15bcd1b46f5f389f82 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 [photocopy] Propaganda Poster for the Pharr Riots, 1971 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 [photocopy] Propaganda Poster for the Pharr Riots Subject The topic of the resource Pharr Riots Chicano Movements Description An account of the resource A propaganda poster from women persuading people to not stop fighting segregation and racism. They also urge Mexicans to stop buying in American stores, such as H.E.B, Drefke's, among others. Creator An entity primarily responsible for making the resource Unknown women Source A related resource from which the described resource is derived 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 Rights Information about rights held in and over the resource Preferred Citation: Propaganda Poster for the Pharr Riots, 1971. Reference Files, Box 2, Propaganda Poster for Pharr Riots Movement, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Relation A related resource <a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/7130">Pharr Riot</a> Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource Spanish Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context COE-ReferenceFiles-PharrRiots_LaViudadeFlores 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 civil rights Pharr primary source protest riot https://omeka.utrgv.edu/files/original/06e0aa708ebf3301f276f64543526574.tiff 5068d1f6be209b7085e9c67453cbd898 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 photograph] Students with Protest Sign during the Edcouch-Elsa High School Walkout Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 photograph] Students with Protest Sign during the Edcouch-Elsa High School Walkout Subject The topic of the resource Edcouch-Elsa High School Edcouch-Elsa Walkouts Student Protests Chicano Movements Description An account of the resource From left, Mirtala Villarreal, Martina Gonzales, and Patsy Jacinto, Edcouch-Elsa High School students holding a poster with the slogan "We want better education." Creator An entity primarily responsible for making the resource Valley Morning Star [newspaper] 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 University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1968-11-15 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Preferred Citation: Education Reference Files; Students with Protest Sign during the Edcouch-Elsa High School Walkout , 1968. Reference Files, Box 4, Students pictured during the Edcouch-Elsa Walkout. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Relation A related resource <a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/89131">Edcouch-Elsa Walkout 1968</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 image Identifier An unambiguous reference to the resource within a given context COE-ReferenceFiles-EdCouchElsaWalkouts_Student_picture_2 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, Texas Elsa, Texas civil rights Edcouch education Elsa newspaper primary source protest walkout https://omeka.utrgv.edu/files/original/914d9a42baa6dca05e3b79f4b216bae4.tiff 08ec6b30dcc29c8045a309fb3441f382 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 Telegram from Edgewood District Concerned Parents Supporting Javier Ramirez of the Edcouch-Elsa Walkout Description An account of the resource A telegram sent to a student from "The Edgewood District Concerned Parents Association," congratulating Javier Ramirez for his organization of the Edcouch-Elsa Walkout. Creator An entity primarily responsible for making the resource Western Union. The Edgewood District Concerned Parents Association Date A point or period of time associated with an event in the lifecycle of the resource 1968-11-15 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 Telegram from Edgewood District Concerned Parents Supporting Javier Ramirez of the Edcouch-Elsa Walkout Subject The topic of the resource Edcouch-Elsa High School Edcouch-Elsa Walkouts Student Protests Chicano Movements Description An account of the resource A telegram sent to a student from "The Edgewood District Concerned Parents Association," congratulating Javier Ramirez for his organization of the Edcouch-Elsa Walkout. Creator An entity primarily responsible for making the resource Western Union; The Edgewood District Concerned Parents Association 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 University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1968-11-15 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Rights Information about rights held in and over the resource Preferred Citation: Education Reference Files; Telegram Supporting Students of the Edcouch-Elsa Walkout , 1968. Reference Files, Box 4, Telegram of the Edcouch-Elsa Walkout. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. Relation A related resource <a href="https://archives.lib.utrgv.edu/repositories/2/archival_objects/89131">Edcouch-Elsa Walkout 1968</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-EdCouchElsaWalkouts_Telegram 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, Texas Elsa, Texas civil rights Edcouch education Elsa primary source protest