Lesson Title: 
The Image of the Aztec Eagle

Grade Level:
Grade Seven Lesson 3 

History-Social Science Standard: 
7.7.4   Students describe the artistic and oral traditions and architecture of the three civilizations.

Unit of Study: 
Civilizations of the Americas

Correlation to K-8 California Adopted Textbooks:
Houghton-Mifflin.  Across the Centuries.  Unit 7: Civilizations of the Americas.  Chapters 15 and 16.

Setting the Context:
To many people from Mexico, the Aztec eagle signifies a connection to their homeland.  It is an historic symbol for the people of Mexico.  The UFW incorporated the Aztec eagle into its design in order to show the connection the union had to migrant workers of Mexican American descent, though not all UFW workers were Mexican American.

The Eagle has long been associated with Mexico and the Aztecs.  The legend of the settling of Mexico City acknowledges the significance of the Eagle to the Aztec people.  Individuals rely on symbolism to help them remember and respect their culture.  The Aztec Eagle helps accomplish this for the UFW and its Mexican American members. 

In his book, “César Chávez: A Triumph of Spirit,” author Richard Griswold Del Castillo describes the unveiling of the flag as follows: “ In a dramatic moment during the conference, Manuel Chávez unveiled a huge copy of the union flag that he had designed.  At first the colors and the symbol seemed too radical, too bold, too provocative.”  Chávez recalled how Manuel convinced the assembly to accept the flag: “Manuel … explained that the black eagle signified the dark situation in which the worker finds himself, the white circle signified hope and aspirations, and the red background indicated the toil and sacrifice that the Association and its members would have to contribute in order to gain justice for the farm workers.”  

Focus Question: 
How did the symbols found within the flag of the UFW attempt to unify the Mexican American worker?

Expected Learning Outcomes: 
Students will create a flag portraying the architecture and cultural heritage of their home or adopted country.  

Assessment:
The teacher can assess the learning by asking the student to explain the significance of the design of their flag to make sure it correlates to the culture of the country.   

Key Concepts: 
Culture

Essential Vocabulary:
Culture
symbols

Primary Sources:
Oral interview with Alfred Athie (English translation), the transcript of the interview is in documents/interviews.

Visuals:
Picture of Chávez surrounded by Huelga Flags can be found at the Photo Archive.

Cartoon of Huelga Patriot carrying UFW flag can be found at the Photo Archive 

Procedure

Motivation:
Ask students to explain, individually in writing, the symbolism behind the United States Flag (other students that may know the symbolism behind other countries’ flags can be invited to do so).  

Making Connections:
Students should be aware of the significance of the Eagle to the Aztecs in terms of being the symbol that has historically depicted Mexico City and continues to symbolize the strength of spirit among the Mexican people.  “In 1991, Mexico awarded César E. Chávez the prestigious Aguila de Oro (Golden Eagle), an award of merit given to few who are not Mexican citizens.”  (Griswold Del Castillo, Richard.  César Chávez: A Triumph of Spirit.  University of Oklahoma Press: Norman.  1995.)  

Vocabulary Activities:
Use the motivation activity to help the students understand the importance of symbols.  The teacher can also choose to use symbols from everyday life to help students see the power that symbols have.  Help the students see the connection that symbols have to culture throughout the lesson by making connections to everyday symbols that stand for either America or culture in their local communities.  

Guided Instruction:
1)	After motivation activity, students can be shown the photograph of Chávez and the UFW flag, as well as the cartoon of the Huelga Patriot.  Explain that while it does not stand for a country, it has symbols that are also used to unify and that are symbolic about the beliefs of the union.  The UFW flag was used to unify all workers, but especially those with Mexican cultural connections.

2)	Students should read the excerpt from the oral interview with Alfred Athie to understand the significance that the flag had to individuals associated with Chávez and the UFW.

3)	Discussion should now turn to identifying the symbols of the UFW flag.  Ask the students to answer the following questions on their own paper.  Stress that there are no specific right or wrong answers.  The purpose of this activity is to get them thinking about the UFW banner.

What is the first thing that grabs your attention when you first look at the UFW flag?

Why does it do this?

Why would the flag’s designer do this?

Knowing what you do about Chávez and the UFW why do you think they chose red for their flag?

What about their choice of black?

What do you think the white represents?

Why do you think they use an Eagle in the middle of their flag?

Why do you think they used an Eagle in the style that they did?

4)	Ask for student responses.  The following are a few possible answers.

What is the first thing that grabs your attention when you first look at the UFW flag? (All answers acceptable)

Why does it do this?  (All answers acceptable)

Why would the flag’s designer do this?  (All answers acceptable)

Knowing what you do about Chávez and the UFW why do you think they chose red for their flag? 
(The red may reflect anger, defiance, determination, boldness, courage, blood, earth)

What about their choice of black?  (The black may reflect power, steadfastness, despair, anger)

What do you think the white represents?  (The white may reflect purity, deity, hope, right, contrast, right vs. wrong, authority)

Why do you think they use an Eagle in the middle of their flag?  (The Eagle may signify power, a national symbol, all knowing because Eagles can see a great deal from the altitude in which they fly, inclusion because of their wingspan, the Aztec tradition, divinity, nobility, dignity, and nature)

Why do you think they used an Eagle in the style that they did?  (It is rough, it symbolizes “down-to-earth ness,” symbolizes simplicity of farmers or the simplicity of human rights, poverty, hurriedness or a sense of urgency, may also represent the steps of the Aztec pyramid)

5)	After examining the connection between symbols and culture, have the students proceed with designing a flag for their home country or adopted country.  Students should share their flags with the rest of the class.  

Integrating Language:
Listening skills will be very important during classroom discussion.  Being able to articulate the dynamics of the symbols that are used will also be stressed.

Enrichment:
1)	Students can read the middle level biography on César E. Chávez that can be found at the CDE Web site.

2)	Students can also read more about countries and flags from a variety of media resources.