Women Work for Women Work for JusticeJustice

CA Standard 4.4 The role of women CA Standard 4.4 The role of women in agriculture, improving the lives of in agriculture, improving the lives of

farm workersfarm workers

Objective:• To ensure learning about the life,

values, sacrifices and contribution that Cesar Chavez made to his community, state and country.

• This unit covers the lives of women who worked with Cesar Chavez, and is correlated to California Vistas, Our Golden State, Chapters 9, and 10.

Correlation to Women’s History Month

• Women’s History Month celebrates the accomplishments and obstacles the female gender has overcome. In 1981, the United States Congress passed a resolution declaring the week of March 8th as Women’s History Week. The week grew into a month with the president proclaiming March as a month to celebrate women, both past and present.

View “My Story:The life of Jessie De La

Cruz”Watch DVD, Latino

Legacy, “My Story” segment. After viewing the video clip, discuss the following:

• Why did she and her family travel from city to city?

Discuss: “My StoryThe life of Jessie De La

Cruz”• Why did she and

her family travel from city to city?

• How did she better working conditions for farmworkers?

Discuss: “My StoryThe life of Jessie De La

Cruz”• Why did she and

her family travel from city to city?

• How did she better working conditions for farm workers?

• What organization did she work for?

Learn: Vocabulary• Migration: when

large numbers of newcomers move to a place.

• Migrant workers: People who move from place to place to harvest different crops as they ripen

• Immigration: people who move to a new country.

Discuss: Short-handled hoe

• What effect did the short-handled hoe have on farm workers who were forced to use it?

Learn: Political action=change

• The Mexican American community formed groups to fight discrimination and get better working conditions

Read to find out• California Vistas

Our Golden State p.315: “Land of Opportunity”

Write: Immigrants came to California for many

reasons.• Working with a

partner, create an outline, adding five *reasons with explanations for the topic sentence given.

Immigrants came to California for many reasons

Immigrants came to California for many reasons

Escape harsh conditions; poverty; war

Looking for gold Jobs on railroads or on farms; help with the harvests

Immigrants believed those in California were treated with fairness and equality

Many remained poor, were paid less and treated unfairly; Others did succeed and their success spread

Rubric for Outline4/Advanced• Outline is

complete and correctly identifies details. Information directly relates to the topic sentence.

3/Proficient• Outline is

complete and most details are correct. Most of the information relates to the topic sentence.

Rubric (con’t)2/Basic• Parts of the

outline are not complete and/or correctly written. Only a few pieces of  information relate to the topic sentence.

1/Below Basic• Outline has many

missing reasons or is mostly incorrect. Very little information about the topic sentence.

Read to find out• California Vistas

Unit 4, Chapter 9, Lesson 2, P. 318-319: “Living and Working in a New Land”

Learn: Vocabulary• Discrimination: an

unfair difference in the way people are treated.

• Deport: an action of the government that forces people to leave that country.

Write: Immigrants created communities

Add explanations to these details:*Barrios*Mutualistas*Defense against discrimination

Immigrants who came from the same country built communities

Immigrants who came from the same country built communities

Mexican immigrants formed communities within a cities called barrios, where Spanish was spoken

Mutual aid societies were formed to support new arrivals; helped in finding jobs and housing. These societies were called mutualistas

Immigrant communities worked together to defend their members from discrimination and prejudice

Some immigrants founded their own towns and communities

Open, other considerations…

Read to find out• California Vistas

Our Golden State, Chapter 10, Lesson 2,

P. 350 “Fair Treatment for Mexican Workers”

Write: Cause and Effect: Complete the

chart• __________________

__________• __________________

__________• Josefina Fierro de

Bright wanted to help others.

• Mexican Americans formed mutalistas.

• The Congress of Spanish Speaking People was formed.

• ____________________________

Mexican Americans formed mutalistas.The Congress of Spanish Speaking People was formed.

Josefina Fierro de Bright wanted to help others.

During the Great Depression Californians feared Mexican immigrants were taking jobs of Americans. The government began to deport Mexican Americans. Between 1931 and 1934 100,000 Mexicans were forced to leave California and return to Mexico.

Another organization that was formed was the Congress of Spanish Speaking People. It was founded in 1938 by Luisa Moreno and its first President was Josefina Fierro de Bright

Write a Biopoem• A biopoem is a structured collection of

vivid details about a character's life, personality traits and aspirations: a portrait in words.  In creating your biopoem, try to use vivid details which reveal interesting aspects of your subject.  The format of the biopoem you are going to use is outlined next. An example is also provided.

•  

Biopoem (con’t)• With a partner, choose either Josefina

Fierro de Bright (p. 351) or Dolores Huerta (p. 399)

• Alternate lines of the poem, (person one writes line one, person two writes line two, etc.)

• Poem should demonstrate how the subject worked to end discrimination and better working conditions.

Learn: Format of Biopoem

• Line 1:      First nameLine 2:      Four traits that describe characterLine 3:      Relative [brother, sister, daughter, etc.] of -Line 4:      Lover of - [list three things or people]Line 5:      Who feels - [three items]Line 6:      Who needs - [three items]Line 7:      Who fears - [three items]Line 8:      Who gives - [three items]Line 9:      Who would like to see - [three items]Line 10:     Resident of -Line 11:     Last name

Example of BiopoemJessieCourageous, outspoken, determined, inspirationalFriend of Cesar ChavezLover of children, life, the downtroddenWho feels anguish, hope, and compassion for whom she toilsWho needs equality, justice and fairness for all Who fears for victims of ignorance, intolerance, and discriminationWho gives hope to those who had none, help to those in need, andhappiness to those in despairWho would like to see the unionization of all farm workers, healthyworking conditions, people free from oppressionResident of California De La Cruz 

Rubric for Biopoem4/Advanced:• Poem answers

both focus questions, gives a clear written picture of the historical figure, and is creative.

3/Proficient• Poem answers

both focus questions and provides basic information about the historical figure.

Rubric (con’t)2/Basic• Poem answers

one of the focus questions and it is difficult to tell who the historical figure is.

1/Below Basic• Poem does not

answer the focus questions . Important information about the historical figure is missing.

Create a poster• With your partner,

create a poster of your subject, demonstrating the fight to end discrimination, and improvement of working conditions

Oral Language• Practice, then recite your poem to

the class.• Share your poster.

Presentation Rubric4/Advanced• Student spoke

clearly, maintained eye contact the entire time, and obviously understood the content because he/she could “tell me more”.

3/Proficient• Student read the

poem with little difficulty, looked at the audience some of the time, and understood the content.

Rubric (con’t)2/Basic• Student stumbled

through the poem, looked down most of the time, and was unsure of the content.

1/Below Basic• Student had

difficulty reading the poem, looked down the whole time, and did not understand what he/she had written.

Read excerpt from Prayer of the Farmworkers Struggle by

Cesar ChavezLet us remember

those who have died for justice;

For they have given us life.

Help us love even those who hate us;

So we can change the world

A.R. Extensions• Learning About

Justice from the Life of Cesar Chavez, Level 4.0 (available through IMC Book Circulation: 43 80 120.30

• Cesar Chavez, Schaefer, Lola Level 2.1

Resources from IMC

• Cesar Chavez Labor Leader (book) 4380 120.20 • Cesar E. Chavez Equal Rights Leaders (book)32

80 980.10• Hispanics of Achievement: Cesar Chavez-Mexican

American Labor Leader (VC) 38 10 240.01

Resources: Cesar Chavez Web Links:

• Cesar Chavez Dayhttp://www.sdcoe.k12.ca.us/chavez/• Chavez Foundationhttp://www.chavezfoundation.org• Lessonshttp://celebratingcesarchavez.homestead.com/lessons

lecciones.html• Model Curriculumhttp://chavez.cde.ca.gov/ModelCurriculum/Intro.aspx• Books, Poster & Exhibitshttp://www.sunmt.org/cesar.html

Women Work for Justice

• A fourth grade curriculum in support of SB 984 which provides for curriculum resources on the life and work of Cesar Chavez. Work is part of the Latino Legacy Curriculum Project, under the direction of Jim Lloyd. This presentation produced by Sandra Iyall and Allison Connelly.