5 25 841 https://omeka.utrgv.edu/files/original/90455b8dbe80241fb327e8c2b604a4de.jpg 49f31fac5394115baa0d834ad8b174e8 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Junior College Basketball Team Scores on Wharton Junior College, 1947 Subject The topic of the resource Basketball Edinburg Junior College Description An account of the resource Caption: Broncs Score on Wharton Junior College Creator An entity primarily responsible for making the resource Edinburg Junior College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Special Collections and Archives Edinburg Junior College Date A point or period of time associated with an event in the lifecycle of the resource 1947 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 No copyright 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 Still Image Identifier An unambiguous reference to the resource within a given context 000073-edinburgjuniorcollegeyearbook1947-p68 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 htt yearbooks https://omeka.utrgv.edu/files/original/d30260f77636d30398a4323acebfa3a2.jpg bdd5643ff118c5c2d2d58bc574fb9dca 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Junior College Football Team, 1947 Subject The topic of the resource Edinburg Junior College Football Description An account of the resource Photograph of 1947 Edinburg Junior College Football Team Creator An entity primarily responsible for making the resource Edinburg Junior College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available Edinburg Junior College University of Texas Rio Grande Valley Special Collections and Archives Date A point or period of time associated with an event in the lifecycle of the resource 1947 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 No copyright 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 Still Image Identifier An unambiguous reference to the resource within a given context 000079-edinburgjuniorcollegeyearbook1947-p74 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 htt yearbooks https://omeka.utrgv.edu/files/original/30b1ce94db0f956e0fecbc29092a025a.jpg ac9038d9b8efdd78d4e7d4d28bdeece7 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Junior College Boxer, Glenn Jennings, 1948 Subject The topic of the resource Edinburg Junior College Boxing Championship Player Description An account of the resource Caption: Glenn Jennings Heavyweight Champ in YMCA and Golden Gloves Creator An entity primarily responsible for making the resource Edinburg Junior College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available Edinburg Junior College University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1948 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 No copyright 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 Still Image Identifier An unambiguous reference to the resource within a given context 000107-edinburgjuniorcollegeyearbook1948-p102 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 htt yearbooks https://omeka.utrgv.edu/files/original/baab888d24309b6b6299c0e730dca107.jpg 02f33370aa268032da4990fac7a4a4c6 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Junior College Tennis Team, 1948 Subject The topic of the resource Edinburg Junior College Tennis Description An account of the resource Photograph of 1948 Edinburg Junior College Tennis Team Creator An entity primarily responsible for making the resource Edinburg Junior College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available Edinburg Junior College University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1948 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 No copyright 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 Still image Identifier An unambiguous reference to the resource within a given context 000111-edinburgjuniorcollegeyearbook1948-p106 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 htt yearbooks https://omeka.utrgv.edu/files/original/d7b34466ab02b62c6c4e7a325ca3dee8.jpg f0a02c42f21d7e8815e29ebaa8367963 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Junior College Boxer, Harlan Smith, 1949 Subject The topic of the resource Edinburg Junior College Boxing Description An account of the resource Caption: Harlan Smith Creator An entity primarily responsible for making the resource Edinburg Junior College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Edinburg Junior College Date A point or period of time associated with an event in the lifecycle of the resource 1949 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 No copyright 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 Still Image Identifier An unambiguous reference to the resource within a given context ElBronco1949--000007 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 https://omeka.utrgv.edu/files/original/6459368d207cf776305ffba4a2d90e99.jpg d4c0eec34bdd3172e1c088faf4451831 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Regional College Basketball Team, 1951 Subject The topic of the resource Edinburg Regional College Basketball Description An account of the resource Photograph of 1951 Edinburg Regional College Basketball Team Creator An entity primarily responsible for making the resource Edinburg Regional College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available Edinburg Regional College University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1951 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 No copyright 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 Still image Identifier An unambiguous reference to the resource within a given context ElBronco1951--005 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 https://omeka.utrgv.edu/files/original/2bf71ab04b361959b2cfd8bf61006ac6.jpg a05c8405326b1d67acf9a5a506157628 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Regional College Track Team Hundred Yard Dash, Jimmy Barbara, Aaron Hinojosa, Ignacio Garcia, 1951 Subject The topic of the resource Edinburg Regional College Track Description An account of the resource Caption: Hundred Yard Dash: Jimmy Barbara, Aaron Hinojosa, Ignacio Garcia Creator An entity primarily responsible for making the resource Edinburg Regional College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Edinburg Regional College Date A point or period of time associated with an event in the lifecycle of the resource 1951 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 No copyright 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 Still image Identifier An unambiguous reference to the resource within a given context ElBronco1951--007 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 https://omeka.utrgv.edu/files/original/6c081dd8edd4468362c318498bdae80c.jpg a45412a538866f35c8ed226126b889b7 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Regional College Baseball Game, 1952 Subject The topic of the resource Edinburg Regional College Baseball Description An account of the resource Photograph of 1952 Edinburg Regional College Baseball Team Creator An entity primarily responsible for making the resource Edinburg Regional College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Edinburg Regional College Date A point or period of time associated with an event in the lifecycle of the resource 1952 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 No copyright 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 Still image Identifier An unambiguous reference to the resource within a given context ElBronco1952-000004 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 https://omeka.utrgv.edu/files/original/c9aacb146627bc43fe2e22fa0430b0e4.jpg bb3d714f6dd2f203179ffc3537c47077 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Regional College Tennis Team, 1952 Subject The topic of the resource Edinburg Regional College Tennis Description An account of the resource Photograph of 1952 Edinburg Regional College Tennis Team Creator An entity primarily responsible for making the resource Edinburg Regional College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and 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 1952 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 No copyright 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 Still image Identifier An unambiguous reference to the resource within a given context ElBronco1952--004 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 https://omeka.utrgv.edu/files/original/62c44585846c3ae29fd7687a7e5110c0.jpg d481390316104d5957b0053b9fd13ccf 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Regional College Archery Team, 1952 Subject The topic of the resource Edinburg Regional College Archery Description An account of the resource Photograph of 1952 Edinburg Regional College Archery Team Creator An entity primarily responsible for making the resource Edinburg Regional College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available Edinburg Regional College University of Texas Rio Grande Valley Date A point or period of time associated with an event in the lifecycle of the resource 1952 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 No copyright 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 Still image Identifier An unambiguous reference to the resource within a given context ElBronco1952-000005 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 https://omeka.utrgv.edu/files/original/61f7586ef03089fa1b5d035cedd7aa25.jpg 6f43701fcbc0b89b9112d41c36db5388 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Regional College Sports, 1950 Subject The topic of the resource Edinburg Regional College Description An account of the resource Caption: Sports Creator An entity primarily responsible for making the resource Edinburg Regional College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Edinburg Regional College Date A point or period of time associated with an event in the lifecycle of the resource 1950 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 No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context UTPA-1950-002 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 https://omeka.utrgv.edu/files/original/d2880f4c05175b088dce63aa214026b2.jpg 64c7a028bd31bfe3cabaf8a378a5710d 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Regional College Track, 1950 Subject The topic of the resource Edinburg Regional College Description An account of the resource Photograph of 1950 Edinburg Regional College Track Player Creator An entity primarily responsible for making the resource Edinburg Regional College Source A related resource from which the described resource is derived University of Texas Rio Grande Valley Special Collections and Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Edinburg Regional College Date A point or period of time associated with an event in the lifecycle of the resource 1950 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 No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context UTPA-1950-011 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 https://omeka.utrgv.edu/files/original/6eec953479018a90a08ad77ce1e4b9bc.jpg 8fd07a9c8bdf860d5be8272249d49925 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days: Couple Dancing Subject The topic of the resource Events Charro Days Local Celebrations Mexican American Description An account of the resource A picture of a couple dancing during the Charro Days celebrations. Source A related resource from which the described resource is derived 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 Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context Cruz-Elia-02-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, Texas Rio Grande Valley Creator An entity primarily responsible for making the resource Elia Cruz Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-27 2014 Rights Information about rights held in and over the resource UTRGV History Harvest; A picture of a couple dancing during the Charro Days celebrations, September 27, 2014. BD010, Charro Days: Couple Dancing, 2014. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Brownsville, Texas. charro days dancing photographs 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/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/60c2a1c6c71d212ea711dbd812325264.tif 2ba54f5d6d5bf81a008fccd7a047dd14 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] "Remembering loved ones: Day of the Dead ceremony reflects traditional Mexican culture," by Fernando del Valle for The Valley Morning Star (1995-11-03) 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper clipping 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] Remembering loved ones: Day of the Dead ceremony reflects traditional Mexican culture Subject The topic of the resource Day of the Dead Local Celebration Mexican-American Traditions Description An account of the resource An article about the celebrations and traditions for Day of the Dead. The article describes how people participate and celebrate the traditional holiday. Creator An entity primarily responsible for making the resource Fernando Del Valle 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 Morning Star Date A point or period of time associated with an event in the lifecycle of the resource 1995-11-03 Rights Information about rights held in and over the resource Copyright 1995 Valley Morning Star. All rights reserved. Format The file format, physical medium, or dimensions of the resource TIFF Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Reference-DiaDeLosMuertos-19951103-004 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Texas Rio Grande Valley Mexico Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. Day of the Dead; Remembering loved ones, 1995. Reference Files, Anthropology Box 2, Folder 1, Brownsville citizens celebrate the Day of the Dead, 1995. University Library, Special Collections & University Archives, Edinburg, Texas. https://omeka.utrgv.edu/files/original/9a245d28c761b19c8ead89191767353c.pdf ad1a2214151b9749c790ad4ae87ed81c 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] Charro Days 1941 : Brownsville, Texas, February 20 - 23 Creator An entity primarily responsible for making the resource Genevieve Armstrong; Charro Days Committee Date A point or period of time associated with an event in the lifecycle of the resource 1941 February 20–23 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Charro Days Subject The topic of the resource Festivals--Charro Days Description An account of the resource Charro Days is celebration of friendship between the citizens of Brownsville, Texas in the United States and Matamoros, Tamaulipas in Mexico. The week-long festival celebrating Mexican-American traditions began in 1938 to boost the economy and the spirits of the community suffering from the Great Depression and aftermath of recent hurricane. Date A point or period of time associated with an event in the lifecycle of the resource 1938 to present Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Brownsville, 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 Charro Days 1941 : Brownsville, Texas, February 20 - 23 Description An account of the resource Program for Charro Days 1941 Creator An entity primarily responsible for making the resource Genevieve Armstrong; Charro Days Committee Source A related resource from which the described resource is derived <a href="https://utrgv.primo.exlibrisgroup.com/permalink/01UT_RGV_INST/qnll76/alma991010096409704696" target="_blank" title="Book: BOOK Charro Days 1941 : Brownsville, Texas, February 20 - 23" rel="noreferrer noopener">https://utrgv.primo.exlibrisgroup.com/permalink/01UT_RGV_INST/qnll76/alma991010096409704696</a> Publisher An entity responsible for making the resource available Shelton Bros, Inc. Date A point or period of time associated with an event in the lifecycle of the resource 1941 February 20–23 Subject The topic of the resource Charro Days Local celebrations Festivals https://omeka.utrgv.edu/files/original/2a4a933c600ab91efd858c9aeaa6ab63.jpg ae7525b86bf35f4a4e0f7385c07a1983 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 [book excerpt] Reproduction of George C. Childress's Claim to Citizenship Subject The topic of the resource George C. Childress Texas--Republic of Citizenship Description An account of the resource A historical printed form from the Republic of Texas, completed and signed by George C. Childress in 1838. The document is a sworn statement affirming his residency in Texas at the time of the 1836 Declaration of Independence and his eligibility for a land grant. It includes handwritten signatures and notes, with a printed explanation at the bottom identifying it as a 1943 reproduction of the original form. 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 Reproduction of George C. Childress's Claim to Citizenship Subject The topic of the resource George C. Childress Texas Independence Citizenship Creator An entity primarily responsible for making the resource George C. Childress Date A point or period of time associated with an event in the lifecycle of the resource 1836 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context COE-ChildressCitizenship Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Nacogdoches County, Texas Description An account of the resource A historical printed form from the Republic of Texas, completed and signed by George C. Childress in 1838. The document is a sworn statement affirming his residency in Texas at the time of the 1836 Declaration of Independence and his eligibility for a land grant. It includes handwritten signatures and notes, with a printed explanation at the bottom identifying it as a 1943 reproduction of the original form. 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/5bfda4b21f1147e23568caa59ed63c4a.tif 1f0b6392a780b63c1a4ae4a5a754acd5 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 Hurricane Beulah 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 Hurricane Beulah: City of Harlingen Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource An image of the flooding caused by hurricane Beulah in the City of Harlingen in 1967. Creator An entity primarily responsible for making the resource Godfrey Garza, Jr. Source A related resource from which the described resource is derived 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 2006 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley 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 HurricaneBeulah-DrainageBooklet-001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Harlingen, Texas Rio Grande Valley Rights Information about rights held in and over the resource LRGV; Hidalgo County Drainage District No.1, 2006. City of Harlingen Flooding, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. aerial photograph Beulah flooding Harlingen hurricane natural disaster photographs https://omeka.utrgv.edu/files/original/7c6df07a3c0f07de6085dc7905d9d93f.tif 6d87d1c3c7778a4c70d3389df8b5f542 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 Hurricane Beulah 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 Vazquez Home in Mercedes Subject The topic of the resource Hurricane Natural Disasters Flooding Hurricane Beulah, 1967 Description An account of the resource Image of a the Vazquez family home in Mercedes, Texas flooded by hurricane Beulah in 1967. Creator An entity primarily responsible for making the resource Godfrey Garza, Jr. Source A related resource from which the described resource is derived 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 2006 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 LRGV; Hidalgo County Drainage District No.1, 2006. Vazquez Home in Mercedes, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. 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 HurricaneBeulah-DrainageBooklet-002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Mercedes, Texas Rio Grande Valley Beulah flooding hurricane Mercedes https://omeka.utrgv.edu/files/original/4c457286e555aab8e439cd2dbf9762a8.jpg 5b0f84a8915f3e7828aae25d5d4da4dc 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 Hurricane Beulah 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 Farm Crop Damage is Estimated $1 Billion Subject The topic of the resource Hurricane Natural Disasters Flooding Beulah Crop Damage Agriculture Description An account of the resource Newspaper article regarding the estimated crop damage caused by hurricane Beulah. They estimated a $1 billion crop damage. Creator An entity primarily responsible for making the resource Gordon Schendel Source A related resource from which the described resource is derived 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 Valley Morning Star Date A point or period of time associated with an event in the lifecycle of the resource 1967-09-27 1967 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 LRGV; Hurricane Beulah!, 1967. Farm Crop Damage is Estimated $1 Billion, 1967. University Library, Special Collections & University Archives, University of Texas Rio Grande Valley, Edinburg, Texas. 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 Image Identifier An unambiguous reference to the resource within a given context HurricaneBeulah-CompilationBook-001 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 primary source https://omeka.utrgv.edu/files/original/8ceceb7c75c3cccc0f44e32fa6847584.jpg c0c119b41fdc67574c27339925edfb92 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Harlingen High School Girls Baseball Team, 1938 Subject The topic of the resource Harlingen High School Baseball Women Description An account of the resource Photograph of 1938 Harlingen High School Girls Baseball Team Creator An entity primarily responsible for making the resource Harlingen High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Harlingen High School Date A point or period of time associated with an event in the lifecycle of the resource 1938 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context HHS-1938-008 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Harlingen, Texas https://omeka.utrgv.edu/files/original/a411f6ec2f55384842c6bc5e334cdcd0.jpg 692d3b3b488fc042e9efa2f2f78613ec 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Harlingen High School Football Team, 1940 Subject The topic of the resource Harlingen High School Football Description An account of the resource Photograph of 1940 Harlingen High School Football Creator An entity primarily responsible for making the resource Harlingen High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Harlingen High School Date A point or period of time associated with an event in the lifecycle of the resource 1940 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context HHS-1940-0007 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Harlingen, Texas https://omeka.utrgv.edu/files/original/271bedc5f68619d80bb861fca67bbe1c.jpg 6ea438a8cdfd4c76e770f602688966a9 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 Hometown Teams School Yearbooks Subject The topic of the resource yearbooks high school sports college sports Description An account of the resource A collection of sports stories from yearbooks of the Rio Grande Valley 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 Harlingen High School Swimming Team, 1942 Subject The topic of the resource Harlingen High School Swimming Women Description An account of the resource Caption: Swimming Creator An entity primarily responsible for making the resource Harlingen High School Source A related resource from which the described resource is derived Harlingen Public Library Archives Publisher An entity responsible for making the resource available University of Texas Rio Grande Valley Harlingen High School Date A point or period of time associated with an event in the lifecycle of the resource 1942 Contributor An entity responsible for making contributions to the resource University of Texas Rio Grande Valley Harlingen Public Library Rights Information about rights held in and over the resource No copyright Type The nature or genre of the resource Still image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Identifier An unambiguous reference to the resource within a given context HHS-1942-008 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Harlingen, Texas