Lesson Title: 
César E. Chávez:  Nonviolence
 
Grade Level: 
Grade Six Lesson 6
 
History-Social Science Standard: 
6.5   Students analyze the geographic, political, economic, religious and social structures of the early civilizations of India.
 
Correlation to K-8 California Adopted Textbooks:  
Houghton Mifflin Social Studies.  A Message of Ancient Days, pp. 235-240.
 
McGraw-Hill: Ancient World:  Unit 4: India, China, and the Americas.  Chapter 8: Ancient India.
 
Setting the Context: 
In Ancient India, one of the world's major religions, Buddhism, was established.  The teachings of Buddhism included The Four Noble Truths and The Eightfold Path.  Contained within The Eightfold Path is this statement promoting nonviolence: Right Conduct: "Acting is a way that doesn't harm others; not killing, not stealing, and also not acting selfishly."
 
The philosophy of nonviolence later became a major theme in César E. Chávez's leadership of the farm worker movement.
 
Focus Question: 
How did some of the teachings of Buddha, from before 500 B.C., become a major weapon of César Chávez's farm worker movement?
 
Expected Learning Outcomes: 
Students will learn how César Chávez was able to use the tactic of nonviolence in his struggle to achieve respect and dignity for farm workers.
 
Assessment: 
Students will be able to assemble a replica of the Ocampo poster of César Chávez and highlight the messages contained in the poster.
  
Key Concepts: 
continuity
culture
justice

Essential Vocabulary: 
skyscrapers
pesticides
shrouded
La Causa
symmetric
 
Primary Sources:
Textbook, Ocampo poster, and Internet
 
Visuals: 
Ocampo poster on the Internet and as a worksheet (poster can be purchased from the United Farm Workers, P.O. Box 62, La Paz, Keene, CA 93531).

Procedure

Motivation: 
"Suffering and sorrow are caused by people's greedy desires for power, pleasure, and possessions."  This is a quote from Buddha's Four Noble Truths written over 2500 years ago; is this still true today?  We are going to explore this poster, the Ocampo poster, to discover the quote and more importantly to discuss the power of nonviolence.
 
Making Connections:
Separate the students into groups of five.  Assign functions to each member; a student will look for images on the concept of harm, another on death, the third on theft, the fourth on selfishness.  The fifth student will report.  Provide posters for each of the student.  Taking a normal size of writing sheet, have the student fold the paper.  Then have the student fold the poster layout into eight equal sections.
 
The strength of the lesson is the poster.  However, time is a necessary variable to unlocking the poster.  Direct the process by asking the groups to look at the poster as a symmetrical puzzle.  Have them evaluate the poster in eight sections.  The top left section should be compared to the top right section.  The top left second section should be compared to the top right second section.  To assist in this process, key images to consider in the reflection are listed below.  
 
TL	TR	
TML	TMR	
BML	BMR	
BL	BR	
 
TL
The mountains reflect mourning silhouettes of reclining bodies.
The dark clouds reflect the crisp outlines of the angels.
The crop dusting plane flies low over the darkened rows.
The far off city has tall skyscrapers.
 
TR
The mountains reflect outstretched silhouettes of victorious fists.
The translucent clouds illuminate the green fields.
The single highflying eagle soars parallel to the angel wings.
The far off city lights reflect a spread out rural community with no dominant skyscrapers.
 
TML
Stooped pairs of workers huddle to comfort each other form living skulls of despair.
A dust cropper spews pesticides.  Its dust cascades over the shrouded bodies of workers in an unmarked row of death.
Shrouded women wail like the tortured souls of widows.
The outstretched arms extend between workers to comfort and abate fear.

BML
Sparse lamplights stand vigil over unmarked shrouded bodies.
A mangy dog sits lifeless, unconnected to its masters suffering.
A young couple staggers with a fainting glimmer of hope as they observe the collective image of “La Causa.”  
A single sojourner suitcase reflects the few material items from a distant homeland.
 
BMR
César’s nose bridge proclaims the fast for life in both English and Spanish.
The nose bridge also proclaims human rights for everyone.
The doves of peace outline the lips of hope, peace, and self-respect.
Individual workers now gain distinction as our society’s workforce.  
 
BL
Banners proclaim the battle against pesticides.
The banners also proclaim the need for human rights.
The desperate workers are shrouded in red toga-like apparel.
The police officer stands over the shoulder observing the workers plight.
 
BR
Prominent faces of the union’s leadership begin to standout:  Dolores Huerta - co-founder of the Union, David Martinez, David Maldonado, Oscar Mondragon, Arturo Rodriquez - Current President UFW, Martin Sheen, Eddie Olmos, Jane Fonda - Sponsor of the Ocampo poster, Jessie Jackson, Pete Velasco - co-founder of the Union.
Banners speak of the more long-term cures and remedies of unjust working conditions.
The dominant center stage presence of the union eagle and César’s name.
 
Materials Needed:
A copy of Ocampo poster, large poster sheets, markers, writing materials, and a Spanish/English dictionary.
 
Vocabulary Activities:
Create vocabulary lists from the poster to depict the physical characteristics
Example:  Living versus nonliving; Death versus life; Still versus motion

Create an adjective and adverb list to illustrate distinction of the left items versus the right panel.  See the description below for suggestive vocabulary.

Create word puzzles using the list above.

Guided Instruction:
Introduction:
The lesson can spread from one to two days.  The primary goal is to find images that reflect the enlightened path described above.  The secondary goal is to uncover images that reflect the consequences of a nonviolent lifestyle versus the violent lifestyle.

Do the Making Connections from above.

Assessment:
What are the four enlightened behaviors depicted in the poster?
What year was the poster painted?
What four death images dominate the left panel?
What four life images dominate the right panel?
 
Service Learning:
Visit the United Farm Worker Web page to determine the status of Farm Worker concerns.
Create list of international organizations that follow the same nonviolent role of the union.
Create your own symmetric poster to represent the consequences of life versus death forces in terms of harming versus healing, killing versus creating, selfishness versus unselfishness, stealing versus giving; use the tragedy of 9/11/01 as a guide for your poster.