Curriculum / ELA / 5th Grade / Unit 4: Sí Se Puede: The Migrant Workers' Movement / Lesson 24

Sí Se Puede: The Migrant Workers' Movement

Lesson 24

ELA

Unit 4

5th Grade

Lesson 24 of 25

Lesson Overview

Objective

Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.

Readings and Materials

Rubric: Informational Writing Rubric (G5)

Lesson Notes

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Lesson Map

Lesson

Explain why the study of Cesar Chavez and the farm workers movement is important.

Materials

César Chávez pp. 11–15

Standards

RI.5.3

Lesson

Describe what life was like in Yuma and on the grape farm, particularly how the Chavez family was treated in each location.

Materials

La Causa pp. 1–10

Standards

RI.5.3

Lesson

Defend if from a young age, Dolores was able to connect with farm workers.

Materials

La Causa pp. 11–18

Standards

RI.5.3

Lesson

Writing

Write a paragraph explaining why Dolores was able to connect with farm workers.

Standards

L.5.1.aRI.5.3W.5.2W.5.2.aW.5.2.bW.5.2.cW.5.9.b

Lesson

Explain the impact the National Labor Relations Act had on farm workers and if it was positive or negative.

Materials

“Farm Labor Organizing” pp. 8–10

Standards

RI.5.6

Lesson

Describe the conditions for farm workers in California by paraphrasing and summarizing details from print and digital sources.

Materials

“Chicano” — 00:00 - 5:56
“Bitter Harvest”

Standards

RI.5.6SL.5.1SL.5.2

Lesson

Writing

Defend if farm workers’ human rights are being protected.

Standards

L.5.1.aRI.5.3SL.5.1W.5.2W.5.2.aW.5.2.bW.5.2.cW.5.9.b

Lesson

Determine the main idea of the chapter “Viva La Causa”.

Materials

La Causa pp. 19–28
“Farm Worker Movement” — 0:00-6:10

Standards

RI.5.2RI.5.3

Lesson

2 days

Describe three or four of the strategies that Cesar Chavez and Dolores Huerta used in order to organize a strong movement and union.

Materials

“A Union...” — Chapters 1 and 2

Standards

RI.5.2SL.5.1SL.5.2SL.5.4SL.5.5SL.5.6W.5.8

Lesson

Explain why Cesar was hesitant to join the Filipinos and how the final decision was made to join their strike.

Materials

La Causa pp. 29–36

Standards

RI.5.2RI.5.3

Lesson

Explain what role Filipino-Americans and Larry Itliong played in the farm worker labor movement.

Materials

“Delano Manongs” — 00:00 - 19:00

Standards

RI.5.2SL.5.2W.5.8

Lesson

Writing

2 days

Describe the characteristics of an influential leader.

Standards

L.5.1.aL.5.1.dL.5.2.aL.5.3.aRI.5.3W.5.2.aW.5.2.bW.5.2.cW.5.9.b

Lesson

Analyze the impact Cesar Chavez’s push for nonviolence had on Dolores and what might have been different if Dolores had used violence.

Materials

La Causa pp. 37–47
“Rules for Pickets”

Standards

RI.5.3

Lesson

Defend if the strike was successful or not.

Materials

La Causa pp. 48–58

Standards

RI.5.2RI.5.3SL.5.1

Lesson

Describe the values that were at the heart of the farm workers movement and how those values influenced their actions.

Materials

“Boycott Instructions”
“Chicano” — 6:15 - 22:33

Standards

SL.5.2SL.5.4

Lesson

Explain how Cesar Chavez used flyers to help educate the public to participate in the boycott.

Materials

Boycott Flyers — Flyers 01-10

Standards

RI.5.3

Lesson

Discussion & Writing

2 days

Analyze the pros and cons of using strikes and boycotts as forms of nonviolent protest.

Standards

L.5.1.aRI.5.3SL.5.1SL.5.6W.5.2.aW.5.2.bW.5.2.cW.5.9.b

Lesson

Defend if the farm workers’ actions are finally moving things in the right direction.

Materials

La Causa pp. 59–70

Standards

RI.5.2RI.5.3

Lesson

Summarize what happened on the march to Sacramento and if it was effective.

Materials

La Causa pp. 71–81

Standards

RI.5.2RI.5.3

Lesson

Describe times when courage, unity, and hope were shown by the farm workers.

Materials

“Farm Worker Movement” — 9:10 - 16:20
“Chicano” — 22:00 - 31:15

Standards

SL.5.2SL.5.4

Lesson

Describe how the farm workers movement left a lasting legacy of change.

Materials

“Chicano” — 31:20 - end

Standards

SL.5.2SL.5.4W.5.8W.5.9.b

Lesson

Discussion & Writing

2 days

Analyze how the core values of courage, unity, and hope fueled the farm workers movement and justify which value was the most important by stating a claim and drawing on information from multiple print and digital sources to examine a topic.

Standards

L.5.1.aRI.5.3SL.5.1W.5.2.aW.5.2.bW.5.2.c

Lesson

Assessment

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

Materials

“A Brief History...” — 930L

Lesson

Informative Writing

5 days

Conduct a short research project that uses several sources to build knowledge of different aspects of a topic.

Standards

L.5.1.bL.5.1.dW.5.2W.5.2.aW.5.2.bW.5.2.cW.5.7W.5.8

Lesson

Informative Writing

4 days

Write a newspaper article from the perspective of a reporter detailing an important event in the Migrant Farmworkers' movement using details from the core text.

Materials

La Causa
Two-Paragraph Outline — (Use outline depending on students needs)
Migrant Farmworkers' Note-Taker

Standards

L.5.2W.5.2W.5.2.aW.5.2.bW.5.5W.5.8

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