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Dolores Huerta Teacher Resources
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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.
Students 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.
Students, in classroom computer stations, examine the United Farm Workers and the Delano Grape Boycott. They also identify Cesar Chavez and Dolores Huerta and their roles in labor struggles. Students create Venn diagrams comparing and contrasting Chavez to Panchito or Zoot Suits in the short story,"The Circuit."
“Humanscape No.65” by Melesia Casas and Ester Hernandez’s “Sun Maid Raisins” launch a study of how works of art can advocate for social change. After examining these two works and discussing the human rights issues raised, class members are encouraged to create their own advocacy graphic. Learning links, reflections, service opportunities, and worksheets are included in the richly detailed plan.
Students 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.
Fourth graders research Hispanic child labor in California's agricultural period. They create dioramas reflecting the lives of migrant farm workers and political cartoons as produce crate labels, They illustrate farm scenes and hold a gallery tour.
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.
Fourth graders examine the agriculture explosion in California in the late 1800's to the early 1930's. They analyze primary source material putting themselves into the shoes of a child laborer. They also gain an understanding of different cultures.
Discuss the meaning of Martin Luther King Jr.'s "I Have A Dream" speech, explore figurative language, and read about Harriet Tubman and her courage. After the discussion, learners analyze painter/author Jacob Lawrence's use of composition and imagery, develop their own ideas, and use oil pastels to create works of art that show meaning and symbolism. The class creates a rubric and self-assess their work.
Students analyze different perspectives of the history of the Holocaust. They experience primary and secondary sources along with pieces from literature, documentaries, songs and letters. A commitment of honor and dedication is expressed through the thoughts and feelings experienced by the survivors of the Holocaust viewed in this instructional activity.