Cesar Chavez Teacher Resources

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Young scholars explain the importance of individual action and character and explain how heroes from long ago and the recent past make a difference in others' lives. The life and work of Cesar Chavez is the focus.
In this Cesar Chavez worksheet, students read about the life of Cesar Chavez, then complete a variety of comprehension activities: a synonym match, phrase match, fill-in-the-blanks, spelling and sequencing. Homework suggestions are given.
Eighth graders analyze Cesar Chavez's actions to help migrant farm workers and write a summary of his actions and their impact. They map out the areas on a California map that Cesar worked and helped the migrant farm workers. They then compare migrant farm conditions then and now.
Students examine the life of Dolores Huerta and her contributions to the development of labor unions. They read the book "Cesar Chavez: Triumph of Spirit," and in groups create a quiz, complete a Venn diagram, listen to a guest speaker, and write journal entries.
High schoolers are able to answer research questions through internet research. They write a bridf history of the UFW using research. Students are able to create resumes of Cesar Chavez and Dolores Huerta by researching their biography.
Second graders compose friendly letters. In this writing lesson, 2nd graders read the text Harvesting Hope: The Story of Cesar Chavez and discuss the rights of farm workers. Students brainstorm things at school they would like to change and begin to compose a friendly letter to the principal asking for their desired change in the school.
Third graders discuss the work of Cesar Chavez. In this multi-cultural lesson, 3rd graders listen to the story Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull. They write a double-entry journal focusing on the rights of farm workers and the National Farm Workers Association.
Students identify productive resources that are important to migrant workers. In this instructional activity on resources, students give examples of natural resources, human resources and capital resources that apply to migrant workers. This instructional activity has worksheets that integrate other content areas.
Young scholars create a 'quilt' to represent  what they remember about Ceasar Chaves.  In this reading lesson, students also complete descriptions of the picture that they decided to draw. 
Students examine images of Cesar Chavez. In this primary source lesson, students sort pictures of Chavez. Students discuss the imagery are trying to portray.
Students discuss Cesar Chavez. They watch as the teacher demonstrates making a KWL chart. Students make a chart, filling in their answers under the headings. Students watch a video about Cesar Chavez. The teacher demonstrates making a time line of Martin Luther King. Students research and create a time line for the life of Cesar Chavez.
Students investigate the philosophy of nonviolence. In this Ghandi lesson, students discover that Gandhi inspired many civil rights leaders with the idea of ahimsa. Students complete venn diagrams, create timelines, and discuss reading to increase understanding.
Research the characteristics of leaders who have used nonviolence to change society. The class then applies this information to their own community to find leaders with these same characteristics, creating a wall collage of pictures and words that demonstrate attributes of successful leaders. Individuals will then write a detailed description and create a poster for one community leader. An extensive bibliography provides internet links and books the teacher can use as resources. 
Young scholars are able to analyze speeches and articles by outlining their content. They are able to create a list of dominant themes used in speech and article writing through class discussion and participation.
Students explore the concept of philanthropy. In this service learning lesson, students examine the impact of the works of Cesar Chavez, George Washington Carver, Sunderlal Buhuguna, and Abdul Sattar Edhi.
Third graders investigate nonviolent conflict resolution strategies. In this interpersonal communication lesson, 3rd graders explore conflict resolution. Students construct a newspaper/magazine article detailing nonviolent conflict resolution strategies.
How did major historical figures, such as Henry David Thoreau, Susan B. Anthony, and Mohandas K. Gandhi, explain and defend their beliefs in nonviolence? Your learners will begin by studying the backgrounds of these individuals, and then after defining such terms as philosophy and tactics, will work in groups to develop nonviolent strategies in response to given hypothetical situations.
Encourage your class members to become agents of change. As part of a unit on persuasion, class members examine speeches by Sojourner Truth, former President Clinton, and Cesar Chavez. Individuals then investigate a change that needs to occur in their world. They conduct research, craft a speech, and encourage classmates to get on board.
Students develop an analytical perspective of how historians record, preserve, and interpret data. In this US history lesson students read and interpret personal accounts of the Great Depression. They discuss how interpretation affects popular understanding of an event, time, or place.
Fifth graders get critical and political while they begin thinking about human and animal rights in relation to the US Constitution. This hand out includes answers to several questions regarding Cesar Chavez and his work to secure rights for humans and animals. Learners try to answer these questions and then use them during a class discussion.

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