Chicano Movement

Texas Standard and Benchmark (IFD):

US.9C: Identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr. Cesar Chaves, Rosa Parks, Hector P. Garcia and Betty Friedan.

US.26D: Identify the political, social, and economic contributions of women such as Eleanor Roosevelt, Dolores Huerta to American society.

US.30A: Create written, oral, and visual presentations of social studies information.

Goal/Objective:

When the lesson is complete students should be able to identify, significant leaders of the Chicano movement in the United States. Student should be able to complete this task by using various outputs of information provided by the instructor. When lesson is complete students will be tasked with answering one question that ties all of the events of the Chicano movement together.

Resources/Materials:

·         Pen/Pencil

·         Chicano movement stations paper

·         Chicano lifestyle & Chicano mural movement paper

·         Video questions worksheet

·         Prezi over Chicano murals

·         Cesar Chaves video (Discovery streaming)

Focus:

Bellringer:

·         What was Martin Luther King Jr.’s main idea he was trying to convey with his writings? (I have a Dream speech & Letter from Birmingham)

Set Induction/Introduction:

Ask students if they remember some of the leaders of the Chicano movement that we wrote on the think map last week? Tell student what the lesson for the day will be and that it may seem like lots of work to do, but it can all be achieved in a short period of time if you work hard.

Methods and Procedures:

Showing the Cesar Chaves video, showing the Chicano Mural Prezi, and the Chicano movement stations.

Learning Activity:

The students will be allowed to work in small groups, but every person in the group will be responsible for his/her own work. IF cheating is seen (Exchanging papers) both students paper will be taken and will receive a grade of zero for the day on the paper. Students will first as an entire of a group watch the Cesar Chavez video, and answer the questions over the video. After video has finished students will be divided into 4-5 groups to complete the various different Chicano movement stations. Groups will have to rotate, or pass the information on the papers every 7-10 minutes depending on how fast they can complete each station. Student at the murals/pictures station will be able to view the content on the Smart board, or on a laptop in front of them. Once all station have finished and there is about 5-7 minutes of class left student will be asked: “What was Cesar Chavez’s main idea he was trying to convey, and how did he go about making the change for Latin Americans living in the United States?”

Modifications:

Since students will be working in groups all students should be answering questions. The current special needs students I have in my class all have a case work who walks around and helps each individual student. I will also walk around and answer, or read any question that these students may have.

Student Evaluation:

Students will have the Chicano Movement stations worksheet which will be graded based on the overall completion, they will also have the Cesar Chavez video worksheet which will be graded also. At the end of the lesson students will have to write on a note card what they have learned today. This not card they will have to write will be there “ticket out the door”. This strategy is a formative assessment.

Teacher Evaluation:

Wait for lesson completion.