Lesson Title: 
César E. Chávez: An American Hero 

Grade Level: 
Grade Three Lesson 2

Unit of Study:
Our Nation’s History: Meeting People, Ordinary and Extraordinary, Through Biography, Story, Folktale, and Legend

History- Social Science Standard: 
3.4.6   Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglas, Harriet Tubman, Martin Luther King, Jr.).

Correlation to K-8 California Adopted Textbooks: 
Harcourt Brace: Communities.  Unit 3: Communities Grow and Change.  Lesson 5.  Unit 6: The Many People of a Community.  
 
McGraw-Hill: Communities.  Unit 3: Building a Government.  Chapters 6 and 7.  Unit 4: Communities on the Move.  Chapter 9.  Building new lives. 

Setting the Context: 
As a boy growing up in Arizona and California, César Estrada Chávez knew the difficult life of a migrant farm worker.  Most of the families, like his own grandfather, were immigrants from Mexico and Central America.  They had to move frequently to be where the crops were when they were ready for harvest.  Some farm owners housed their workers in miserable migrant camps, paid very low wages, and treated them unfairly.

César E. Chávez devoted his life to improving conditions for the farm workers, the poor, and the disenfranchised.  He worked to bring dignity, respect, and justice to those that harvest our food and those that society forgets.  He formed a union, the Farm Workers Association that later became the United Farm Workers (UFW).  In 1968, he led a nationwide boycott against California grape owners, urging people not to buy grapes as a protest against unfair treatment of workers.  Chávez also led strikes and peaceful marches to demand laws to protect the farm workers.  César used nonviolent methods to bring about social change and economic justice and, as a result, captured nationwide attention.  The largest and most powerful grape growers finally agreed to settle with the union, and growers of other crops slowly followed.  Through 30 years of dedicated work, César E. Chávez did help to improve wages and living conditions for farm workers everywhere, helped them gain social and economic justice, and taught them how to organize in order to solve problems, many of which continue to confront them

Focus Questions:
What life experiences shaped César E. Chávez’s personality and character?
What were the reasons that César E. Chávez wanted to help farm workers?
How did César E. Chávez make the world a better place?
How does his work continue to inspire others?

Expected Learning Outcomes:
Students will be able to create and interpret a time line of César’s life.
Students will be able to state and analyze several causes and effects of César’s actions to help migrant farm workers.
Students will be able to compare and contrast conditions of migrant workers now and in the past.

Assessment:
Time lines on the life and work of César E. Chávez
Role-play or write from the perspective of César E. Chávez
Electronic quiz on major events in Chávez’s life
Cause and effect sentences regarding Chávez and actions
Paragraphs comparing and contrasting migrant farm workers now and in the past

Key Concepts:
Culture, Diversity, Interdependence
Human-environment interaction/human-land relationships, Work

Essential Vocabulary:
protest
boycott
fasting
strike
huelga
union

Primary Sources:
Photographs, first-hand accounts, interviews

Visuals:
Illustration, maps, graphic organizers

Procedure

Motivation:  
Review the four natural regions of California using the student made-maps from the “We Depend on the Land” lesson (Lesson 1).  Discuss that the Central Valley is home to the largest farms in the State.  Today, you are going to share a book that takes place in the Central Valley.  It is an alphabet book in Spanish and English depicting the lives of migrant farm workers.  Conduct a read aloud of Gathering the Sun by Alma Flor Ada (Lothrop, Lee & Shepard Books, New York).

At the conclusion of the read aloud, go through the book a second time showing the illustrations and discussing the details of the illustrations.  Then go to the front of the book and read the inscription, “To the Living Memory of César Chávez.”  Ask students what they know about this man.  Turn to the C/Ch page of the book and reread the page: 
César Chávez
Your steps no longer cross the dusty fields
where your strong voice once shone
yet your example
and your words
sprout anew in the field rows
as seedlings of quiet hope.

Tell students that César E. Chávez was a man who worked hard during his lifetime to bring justice, dignity, and respect to farmworkers.  He wanted the world to be fair to everyone.  He helped people work together to make changes.  Tell students they are going to study the life and work of this American hero.

Making Connections:
Return to the primary source photo used in Lesson 1 of the migrant worker using a short-handled hoe (click for picture).  Ask students to recall what they discussed in regards to this photo.  What region of California did this photo probably come from?  With students in pairs, provide each group with a small bag of confetti or other small object.  Instruct one student to spread the confetti on the floor.  Instruct the other student to bend over like the man in the photo and pick up the confetti without standing up or kneeling.  Repeat the simulation with the other partner.  Hold a discussion about the simulation: How did it feel to be in that position?  Could you do that for an hour?  A morning?  A whole day?  That type of work is called “stoop labor.”  The man in the photo, as well as thousands of others including César E. Chávez, worked like that all day long in the fields.  The short-handled hoe is no longer legal to use in the fields of California.  That was one working condition that César E. Chávez worked hard to change.

Vocabulary Activities:
1.	Use primary source photos and samples like the following sentences and definitions:
Protest – César and the farm workers did not like the working conditions and the way they were treated by farm owners.  César talked to farm workers about protesting these conditions.  (workers with La Desgracia de los Pesticidas sign or other protest photo)
Definition – to say or to show that you do not like something
Strike and Boycott – César started strikes and boycotts to help grape pickers.  He asked everyone to stop buying grapes.  (picket signs and marchers)
Definitions - strike- when a group of workers stop working until conditions are changed
boycott- to refuse to buy things from a company until conditions are changed
Huelga – “Huelga! Huelga!” was the farm workers’ cry.  Huelga is the Spanish word for strike.  (strike signs held by workers)
Definition – pronounced “hweal-ga”, it is the Spanish word for strike - when a group of workers stop working until conditions are changed.  
Fasting – César used fasting as a nonviolent way of bring attention to the problems and poor living conditions of the migrant farm workers.  Once he did not eat food for 25 days.  When he broke the fast, he was with his wife, Helen, and Robert F. Kennedy.  This fast got the attention of the world.  (breaking fast with R. Kennedy)
Definition – a peaceful way to protest by not eating food
Union – César started a union to help farm workers receive better treatment and better pay.  (César speaking with union sign in background)
Definition – a group of workers who join together to seek fair treatment and better pay

2.	Click on “Vocabulary Activities” to play a matching game.  (Students match definition to word to uncover a photo of César E. Chávez)

3.	Print out the vocabulary word cards and display in the classroom for future reference and environmental print (Appendix A).

4.	To further develop the concepts associated with each vocabulary word, print out the Word Square activity sheet and provide students time to complete one for each word.  Word Square has the advantage of being an excellent developmental exercise or an assessment component.  It demands the student to recall a definition, visualize the definition, and describe what the word is not.  The exercise may be done cooperatively, in pairs, or on an individual basis.  Students are to draw a square and fill in the details of writing, visualizing, and describing the definition of the word or concept.  Allow students time to share their word squares with a small group or the whole class.  Staple word squares together to form a class book.  (Appendix B)

Guided Instruction:
1)	Read the Biography of César E. Chávez (click here for biography).  Lead a discussion around the following questions or have students work in pairs to answer the questions on the “Biography Discussion” sheet (click option)

Biography Discussion Sheet
a.	What did César learn from his family?  (knowledge)
b.	Why do you think it was personally important for César to fight against prejudice and injustice?  (comprehension)
c.	César met people and read books that changed his life forever.  Which people have you met or books have you read that have changed your life?  (application)
d.	Explain how forming a union helped farm workers.  (analysis)
e.	Create a new flag for the UFW.  What three colors would you use?  Explain what each color represents.  (synthesis)
f.	Which nonviolent method of protest - boycotts, strikes, marches, or fasts - do you think was most effective?  Why?  (evaluation)

2)	Click on “Time Line” activity.  Students will see the major events of César’s life and can click and drag them to the correct chronological order.  Students can then print out the time line and add illustrations.

Time line sentences:
a.	César E. Chávez was born to Juana Estrada and Librado Chávez
b.	César’s father loses his farm and the family becomes migrant farm workers.
c.	César’s father is injured in a car accident and César quits school to support his family.
d.	César joins the United States Navy.
e.	César marries Helen Fabela.
f.	César meets Father McDonald.
g.	César meets Fred Ross and joins the Community Service Organization.
h.	César and Delores Huerta form the United Farm Workers Union.
i.	César and the Farm Workers Association join the Delano Grape Strike.
j.	César calls for a nationwide boycott of grapes.
k.	César organizes a march from Delano to Sacramento, California.
l.	Grape growers sign contracts with the UFW.
m.	The short-handled hoe is outlawed.
n.	California revises its use of pesticides.
o.	César dies in San Luis, Arizona.

3)	Using the program “Timeliner” by Tom Snyder Productions, Watertown, MA (or something similar that we create for our site), have students create their own time line for the life and work of César E. Chávez.

4)	Begin a class t-chart at this time.  Title one side of the chart “Events that influenced César’s Life” and title the other side of the chart “People who influenced César’s Life.”  Have the class brainstorm the events and people they have read about so far.  Tell them they will add to this chart as they continue learning about César.  Invite them to gather resources on their own and bring information back to the class.  (Appendix C)

5)	As a shared reading, read the primary source article or portions of the article entitled, “Huelga – The First Hundred Days of the Great Delano Grape Strike.”  Eugene Nelson: Farm Worker Press, 1966 (Appendix D).  Show students on their time lines when this article was written and briefly explain the context of the article.  The article begins with a childhood memory of César.  Ask students to listen for the events in his life that molded his personality and character.  Also listen for the names of people who influenced César’s life.  After the reading, hold a discussion about the article and add information to both sides of the class chart. 

6)	Begin another class chart entitled “Voices.”  (Appendix E).  This chart will be used to keep track of the different perspectives concerning migrant farm workers.  As students listen to and read primary source documents, keep class notes on the different perspectives of the people involved.  You may need to develop the concept of “perspectives” prior to this portion of the lesson.  Use a playground incident to explain the many perspectives involved in any one incident.  A role-play of all the perspectives involved is helpful.

Listen to quotes and speeches from individuals involved.  Read primary source accounts, newspaper articles, and view photographs.  (Have menu of options being sure all perspectives are covered) 

When the graphic organizer is complete, have students write position papers using the information on the graphic organizer or write editorials expressing a particular point of view.

7)	Click on the “Creating Change” icon or use Appendix F.  Here students will complete a cause and effect graphic organizer highlighting why and how César helped create change through nonviolent methods.

Practice/Assessment Opportunities:
Students write “because” sentences.  Conduct a mini-lesson on the two main ways to use “because” in a sentence.  A lesson on comma usage is appropriate.  Use a topic such as school lunch for a model.  I am buying my lunch today because they are serving pizza.  Because there is pizza for lunch, I am going to buy it.  Allow students time to practice writing “because” sentences with familiar topics.  Then ask them to write “because” sentences about César E. Chávez.  Allow students time to share their sentences.  It is helpful to have students write their sentences on sentence strips.  Sentences can then be grouped in outline form and the class can write individual, small group, or whole class paragraphs.

8)	Write individual, small group, or a whole class e-mail or letter to the César E. Chávez Foundation.  Ask students to express how César helped the condition of farm workers today and include their opinion of his work.

9)	Invite a migrant farm worker to visit the class.  Compare his or her experiences with experiences of migrant workers past.

10)	Complete a class “I Am a Farm Worker” graphic organizer (Appendix G) and then have the students write “I Am a Farm Worker” Poem (Appendix H).  The poem is an effective way to assess students’ knowledge, historical empathy, and higher lever thinking skills.  To provide the needed structure and vocabulary for some students, complete a class graphic organizer first.  It will provide the class with review and spark ideas for more meaningful poems.  Print out poems and have students illustrate a border.  Make a class book or poster for others to enjoy.

11)	 Students write a Bio-Poem on César E. Chávez.  (Appendix I)

12)	 Read “Prayer of the Farm Worker’s Struggle” (Appendix J).  Discuss the meaning as necessary.  Assign a line of the poem to a student or pair of students so they can illustrate it.  Create a poster with the illustrations.

Integrating Language:
Note-taking on graphic organizers
Using notes to write position papers
Cause and effect sentence writing
Mini-lesson on comma use in sentence writing
Friendly letter writing
Poetry

Enrichment:
Read and discuss books such as Elegy on the Death of César Chávez by Rudolfo Anaya (Cinco Puntos Press, El Paso, Texas)
Study your local community and see if César Chávez has been memorialized with streets, schools, buildings, and so forth.

Appendix A

protest	
boycott	
fasting	
strike	
huelga	
union	

Appendix B

Word Square

The Word	A Picture or Diagram	
Definition	A Picture or Diagram of 
What the Word is Not	

Appendix C

Events That Influenced César’s Life	People Who Influenced César’s Life	

Appendix D

Source: Heulga – The First Hundred Days of the Great Delano Grape Strike
Eugene Nelson
Delano: Farm Worker Press, 1966

Who Is César Chávez?

It is the year 1943 in the city of Delano.  A young man in his late teens is home visiting his family after working in a distant part of the State, and he decided to see a movie show.  He walks to a local movie house, buys his ticket, and enters the crowded theater.  As he stands at the rear of the aisle and his eyes become accustomed to the dark, he observes that the people on one side of the aisle are mostly dark-skinned, Mexican-Americans like himself, while all the people on the other side of the aisle are white, Anglos.

He starts down the aisle.  Of course he had known before he went away from home that the theater was segregated, one side for white people and one side for people of color.  Now after having traveled to different parts of the world, he recognizes how unjustly some people are treated in America.  He wonders, why this condition exists as he continues walking down the aisle, looking for a seat.  Was he not an American citizen who deserved equal treatment?  Didn’t he deserve to receive the same respect as most Americans?  Was he not living in a country where all men were supposed to be equal?  Had he not paid the same price to enter the theater as everyone else?  Why then should he be told he could not sit in a certain part of the theater where others were allowed to sit?

He finds a seat and sits down.

It is only a minute before a movie attendant taps his arm.  “I’m sorry, but you’ll have to sit on the other side of the aisle.”

“Why?  What’s wrong?” the young man asks.

“I’m sorry, but Mexican people have to sit on the other side of the aisle.”

“Why?”

“I’m sorry, but those are the rules.”

“I’m not bothering anybody, why can’t I sit where I want to sit?”

Several people are turning to look now at this young Mexican American who apparently thinks he deserves equal treatment, dignity, and respect in the same manner as other Americans.

“Look, if you don’t move, I’ll have to call the manager.”  The young man says nothing, and continues to look at the movie.

The manager comes: his pleadings are of no avail.  He in turn calls the police.

The young man feels a rough hand on his shoulder.  He looks up to see two large and strong policemen standing over him in the darkness.

“All right, buddy, let’s get going.”

“What’s wrong?  I didn’t do anything wrong, I didn’t break any law.”

“You broke the law of this theater, now let’s get moving.”

“But I didn’t—“

“Look, are you coming with us, or do we have to use a little persuasion?”

The young man suddenly finds himself yanked up out of his seat, pushed toward the entrance and on out to the sidewalk, and then taken to the local police station – and all because he accepted literally the proclamation that in America, all people are created equal.

It is 22 years later, September 23, 1965.  The fourth day of the strike.  We drive along busy Glenwood Street, César and I.  The centerline of the street is like the center of no-man’s-land on a battlefield.  On one side of the street are the little Filipino and Mexican cafes filled with strikers.  On the other side the railroad and the packing sheds, not very busy now that we have almost emptied the fields of workers, and a few company men give us scathing looks as we drive past.

As I drive along, César seems deep in thought.  I wonder what he is thinking, what the hundred problems are that are on his mind, no doubt tricky and involved legal processes involving unions that I not even faintly understand—the pressure he must be under!

“Look,” he says with a sudden grin, “that little girl.”

I turn to see a six-year-old Mexican girl bobbing away from us along the sidewalk, her pigtail swinging from side to side like a clock pendulum gone berserk; as she hurries onward on her unknown mission it seems almost to lift her skyward like the whirling blades of a helicopter.  So these were the momentous thoughts!

He’s always noticing little things along the road that escape me—and writers are supposed to be observant.  Is this a great man’s way of relaxing?  Perhaps it is one test of intelligence to be able to throw one’s self wholeheartedly into a cause, and yet still have another part of the mind free to live a normal life with all its concerns and sensations.  Other times he surprises me during moments of high import by discussing a multitude of things that have no bearing on the strike: women, the duties and necessities of marriage, child-rearing, the passing scenery.  Or when problems are pressing, he takes time off to practice zany judo chops with his young sons, “Birdie” and “Babo.”

(http://www.sfsu.edu/~cecipp/César_Chávez/whoisCésar.htm)

The whole article is seven pages long.

Appendix E

Voices

Migrant farm workers

César Chávez, Delores Huerta, Union

Farm
Workers

Growers

Government

Appendix F

Cut out the cards.  Match each cause with its effect.  Make an illustration for each.

CAUSE	EFFECT	
César works on farms	He organizes the workers in marches and strikes	
César joins the CSO	He knows how difficult the work is and experiences poor working conditions on the farms	
César continues to be unhappy about he working conditions of farm workers	CSO helps people register to vote, set up meetings where farm workers can discuss problems	
Farm workers strike demanding fair wages	California honors César E. Chávez with a holiday as we remember this American hero	
César devotes his life to helping others	César asks for a nationwide boycott on grapes and he fasts as a peaceful protest to gain sympathy from the nation.  New laws are made to help farm workers.	

Cause and Effect Answer Key

César works on farms----He knows how difficult the work is and experiences poor working conditions on the farms

César joins the CSO----CSO helps farmers register to vote, sets up meetings where farm workers can discuss problems

César continues to be unhappy about the working conditions of farm workers----He organizes the workers in marches and strikes

Farm workers strike demanding fair wages----César asks for a nationwide boycott on grapes and he fasts as a peaceful protest to gain sympathy from the nation.  New laws are made to help farm workers.

César devotes his life to helping others----California honors César E. Chávez with a holiday as we remember this American hero.

Appendix G

What Farm Workers May Have Seen	What Farm Workers May Have Heard	What Farm Workers May Have Thought	What Farm Workers May Have Touched	What Farm Workers May Have Said	

Appendix H

I Am a Farm Worker Poem
By_______________

I am ____________________________________________
I wonder_________________________________________
I hear ___________________________________________
I see____________________________________________
I want___________________________________________
I am_____________________________________________

I pretend_________________________________________
I feel____________________________________________
I touch___________________________________________
I worry___________________________________________
I cry_____________________________________________
I am_____________________________________________

I understand______________________________________
I say____________________________________________
I dream__________________________________________

Appendix J

Bio-poem frame

1)	(First) Name
2)	4 words that describe person
3)	Friend (or relative) of _____________
4)	Lover of _____________(3 things or people)
5)	Who learned from ___________(3 ideas)
6)	Famous for __________(3 items)
7)	Who used to dream of __________(3 items)
8)	Who feared _____________(3 items)
9)	Who would never (seldom) _____________
10)	 Who needed ___________(3 items)
11)	 Who felt ______________(3 items)
12)	 Who wished ________________(for the world) (3 items)
13)	 Resident of or last name

Appendix K

Prayer of the Farm Workers’ Struggle
Written by César E. Chávez
Copyright César E. Chávez Foundation

Show me the suffering of the most miserable;

So I will know my people’s plight.

Free me to pray for others;

For you are present in every person.

Help me take responsibility for my own life;

So that I can be free at last.

Grant me courage to serve others;

For in service there is true life.

Give me honesty and patience:

So that I can work with other workers

Bring forth song and celebration.

So that the Spirit will be alive among us.

Let the Spirit flourish and grow;

So that we will never tire of the struggle.

Let 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.

Amen.