Lesson Plan for Edcouch-Elsa Walkouts

Lesson Plan for Edcouch-Elsa Walkouts

Edcouch-Elsa High School

Chicano movement

Student movements

Macie Duran

Xenia Luna

Victoria Diaz

University of Texas Rio Grande Valley

2018

Stephanie Anckle

Citation (in APA Format):
Duran, Marcie, Xenia Luna, & Victoria Diaz. (2018). Lesson Plan for Edcouch-Elsa Walkouts. Retrieved from https://rgvprimarysourceguides.omeka.net/items/show/12.

English

Edcouch, Texas

Elsa, Texas

§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
o (b) Knowledge and skills.
 (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
 (D) identify different points of view about an issue, topic, or current event; and
 (E) identify the historical context of an event.
 (25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
 (C) express ideas orally based on research and experiences;

Students will:
o Identify the historical context of the 1968 Edcouch-Elsa Student Walkout.
o Identify different points of view about an issue regarding a “walkout or protest” that has happened in the past.
o Express their issue regarding a “walkout or protest” orally based on research.

 Access to the internet

 Access to books about walkouts or protests

 Research done and prepared about the 1968 Edcouch-Elsa student walkout, this will be used to teach and explain the historical context of that day to the students.

 Access to a computer

 Access to the computer program, PowerPoint

5 days

Engagement: Day 1
Lesson:
 The teacher will discuss the feelings of a topic, (Gun control or race-white students will get a better education than others) in which the students would want to perform a “walkout.”
 Students should ask themselves how they feel during this experiment and ask themselves if they understand what a walkout is.
 The teacher will then show the video of the 1968 Edcouch-Elsa walkout.

Explanation: Day 2
TEK:
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
 (b) Knowledge and skills.
o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
 (D) identify different points of view about an issue, topic, or current event; and
 (E) identify the historical context of an event.
Lesson:
 The teacher will:
o Have the students be seated at their desks.
o Give a teacher-directed instruction about the 1968 Edcouch-Elsa Student Walkout
 The teacher will answer these questions about the 1968 walkout to the student:
 Who?
 What?
 When?
 Where?
 Why?
 How?
 Also, the teacher will explain what led to the walkout, what happened during the walkout, and the aftermath of the walkout.
Lastly, the teacher will explain and show the list of demands/recommendations created by the leaders of the 1968 Edcouch-Elsa student walkout.

Exploration: Day 3
TEK:
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
 (b) Knowledge and skills.
o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
 (D) identify different points of view about an issue, topic, or current event; and
 (E) identify the historical context of an event.
Lesson:
 The teacher will:
o Create 6 groups with 4-5 students in each (depending on class size).
o Once the groups have been created, the groups will look up videos or articles on “walkouts” or protests that have happened in the past 100 years and choose one video/article that they found most interesting to them.
 The topics for the “walkouts” or protests must include issues regarding segregation, racism, discrimination, and unfair treatment to a human.
 The “walkouts” or protests can be held anywhere (school, work, outside of a government facility, and anywhere else a “walkout” or protest can be held).
 After the groups have chosen the video/article they found most interesting to them, they will do research on the “walkout” or protest.
o The groups can use books, the internet, oral interviews, newspaper articles, etc. for their research.
 The teacher will explain to teach group that:
o They must show their research findings on a PowerPoint slideshow and be ready to present in the next day or two.
 The students will have to create a PowerPoint slideshow to show and present to the class on “Day 4”.
o The PowerPoint presentation must be between 8-10 minutes.
o If the PowerPoint presentation is shorter than or longer than 8-10 minutes, points will be deducted.
o Each group must work together and rehearse their presentation.
o Each group member must talk during the PowerPoint presentation or points will be deducted for students who did not talk during the PowerPoint presentation.

Elaboration: Day 4
TEK:
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
 (b) Knowledge and skills.
o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
 (D) identify different points of view about an issue, topic, or current event; and
 (E) identify the historical context of an event.
o (25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
 (C) express ideas orally based on research and experiences;
Lesson:
 Once each group is ready to present their findings from “Day 3”, each group will present their PowerPoint to the class and explain their research.
 Each group will have 8-10 minutes to present their PowerPoint.

Evaluation: Day 5
TEK:
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.
 (b) Knowledge and skills.
o (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
 (E) identify the historical context of an event.
Lesson:
 Before giving the assessment to the students, the teacher will ask informal questions to check for understanding of the 1968 Edcouch-Elsa student walkout.
 Once the teacher has seen that each student has comprehended the topic, the teacher will pass out the 10-question test.
 The teacher will have the students seated at their own seats and give them a 10-question test
o 10-multiple choice questions
1. What is the dictionary definition of a walkout?
a. A sudden angry departure, especially as a protest or strike.
b. People who walk out of horrible situations and demand justice.
c. Someone walking out of a room into another room.
d. A dance move named the “walkout”.
2. Who was one of the 5 student leaders that organized the 1968 Edcouch-Elsa student walkout?
a. Xavier Ramirez
b. Jose Reyna
c. Mark Chapa
d. Nany Cortez
3. Choose the right date of the 1968 Edcouch-Elsa student walkout.
a. June 15, 1968
b. November 14, 1968
c. October 23, 2018
d. December 25, 2018
4. What time did the 1968 Edcouch-Elsa student walkout begin?
a. 10 AM
b. 3:30 PM
c. 2 PM
d. 8 AM
5. Who was the principal at the time of 1968 Edcouch-Elsa student walkout?
a. Melvin Pipkin
b. Cesar Chavez
c. James Arnold
d. Jane Elliot
6. Why did the 1968 Edcouch-Elsa student walkout happen?
a. End racism, segregation, discrimination, and unfair treatment to the Mexican and Hispanic students.
b. Students wanted to walkout of the school for fun.
c. Students were getting bullied by other students and demanded for bullying to stop.
d. The students did not like the principal.
7. Did the walkout have a negative or positive result for the students after the 1968 Edcouch-Elsa student walkout? (Yes/No)
a. Yes
b. No
8. How many days did the students of 1968 Edcouch-Elsa student walkout protest outside of the school?
a. 4
b. 10
c. 20
d. 3
9. What was one of the demands the students had for the principal and school board meeting?
a. That, as Chicano students, we be allowed to speak our mother tongue, Spanish, on school premises without being subjected to humiliating or unjust penalties.
b. We want school to end at 12PM and be allowed to stay on school grounds after 12PM.
c. We want every teacher to speak Spanish to us.
d. We want to be able to use profanity in the classroom.
10. Do you agree with the 1968 Edcouch-Elsa student walkout? Give explanation as to why you choose yes