Women Work for Justice

1. Women Work for Justice CA Standard 4.4 The role of women in agriculture, improving the lives of farm workers

2. Objective: • To ensure learning about the life, values, sacrifices and contribution that Cesar Chavez made to his community, state and country. • This unit covers the lives of women who worked with Cesar Chavez, and is correlated to California Vistas, Our GoldenState, Chapters 9, and 10.

3. Correlation to Women’s History Month • Women’s History Month celebrates the accomplishments and obstacles the female gender has overcome. In 1981, the United States Congress passed a resolution declaring the week of March 8th as Women’s History Week. The week grew into a month with the president proclaiming March as a month to celebrate women, both past and present.

4. View “My Story:The life of Jessie De La Cruz” Watch DVD, Latino Legacy, “My Story” segment. After viewing the video clip, discuss the following: • Why did she and her family travel from city to city?

5. Discuss: “My StoryThe life of Jessie De La Cruz” • Why did she and her family travel from city to city? • How did she better working conditions for farmworkers?

6. Discuss: “My StoryThe life of Jessie De La Cruz” • Why did she and her family travel from city to city? • How did she better working conditions for farm workers? • What organization did she work for?

7. Learn: Vocabulary • Migration: when large numbers of newcomers move to a place. • Migrant workers: People who move from place to place to harvest different crops as they ripen • Immigration: people who move to a new country.

8. Discuss: Short-handled hoe • What effect did the short-handled hoe have on farm workers who were forced to use it?

9. Learn: Political action=change • The Mexican American community formed groups to fight discrimination and get better working conditions

10. Read to find out • California VistasOur Golden State p.315: “Land of Opportunity”

11. Write: Immigrants came to California for many reasons. • Working with a partner, create an outline, adding five *reasons with explanations for the topic sentence given.

12. Immigrants came to California for many reasons

13. Immigrants came to California for many reasons Escape harsh conditions; poverty; war Looking for gold Jobs on railroads or on farms; help with the harvests Many remained poor, were paid less and treated unfairly; Others did succeed and their success spread Immigrants believed those in California were treated with fairness and equality

14. 4/Advanced Outline is complete and correctly identifies details. Information directly relates to the topic sentence. 3/Proficient Outline is complete and most details are correct. Most of the information relates to the topic sentence. Rubric for Outline

15. 2/Basic Parts of the outline are not complete and/or correctly written. Only a few pieces of  information relate to the topic sentence. 1/Below Basic Outline has many missing reasons or is mostly incorrect. Very little information about the topic sentence. Rubric (con’t)

16. Read to find out • California Vistas Unit 4, Chapter 9, Lesson 2, P. 318-319: “Living and Working in a New Land”

17. Learn: Vocabulary • Discrimination: an unfair difference in the way people are treated. • Deport: an action of the government that forces people to leave that country.

18. Write: Immigrants created communities Add explanations to these details: *Barrios *Mutualistas *Defense against discrimination

19. Immigrants who came from the same country built communities

20. Immigrants who came from the same country built communities Mexican immigrants formed communities within a cities called barrios, where Spanish was spoken Mutual aid societies were formed to support new arrivals; helped in finding jobs and housing. These societies were called mutualistas Immigrant communities worked together to defend their members from discrimination and prejudice Some immigrants founded their own towns and communities Open, other considerations…

21. Read to find out • California Vistas Our Golden State, Chapter 10, Lesson 2, P. 350 “Fair Treatment for Mexican Workers”

22. ____________________________ ____________________________ Josefina Fierro de Bright wanted to help others. Mexican Americans formed mutalistas. The Congress of Spanish Speaking People was formed. ____________________________ Write: Cause and Effect: Complete the chart

23. During the Great Depression Californians feared Mexican immigrants were taking jobs of Americans. The government began to deport Mexican Americans. Between 1931 and 1934 100,000 Mexicans were forced to leave California and return to Mexico. Mexican Americans formed mutalistas. The Congress of Spanish Speaking People was formed. Another organization that was formed was the Congress of Spanish Speaking People. It was founded in 1938 by Luisa Moreno and its first President was Josefina Fierro de Bright Josefina Fierro de Bright wanted to help others.

24. Write a Biopoem • A biopoem is a structured collection of vivid details about a character's life, personality traits and aspirations: a portrait in words.  In creating your biopoem, try to use vivid details which reveal interesting aspects of your subject.  The format of the biopoem you are going to use is outlined next. An example is also provided.

25. Biopoem (con’t) • With a partner, choose either Josefina Fierro de Bright (p. 351) or Dolores Huerta (p. 399) • Alternate lines of the poem, (person one writes line one, person two writes line two, etc.) • Poem should demonstrate how the subject worked to end discrimination and better working conditions.

26. Learn: Format of Biopoem • Line 1:      First nameLine 2:      Four traits that describe characterLine 3:      Relative [brother, sister, daughter, etc.] of -Line 4:      Lover of - [list three things or people]Line 5:      Who feels - [three items]Line 6:      Who needs - [three items]Line 7:      Who fears - [three items]Line 8:      Who gives - [three items]Line 9:      Who would like to see - [three items]Line 10:     Resident of -Line 11:     Last name

27. Example of Biopoem Jessie Courageous, outspoken, determined, inspirational Friend of Cesar Chavez Lover of children, life, the downtrodden Who feels anguish, hope, and compassion for whom she toils Who needs equality, justice and fairness for all Who fears for victims of ignorance, intolerance, and discrimination Who gives hope to those who had none, help to those in need, and happiness to those in despair Who would like to see the unionization of all farm workers, healthy working conditions, people free from oppression Resident of California De La Cruz 

28. 4/Advanced: Poem answers both focus questions, gives a clear written picture of the historical figure, and is creative. 3/Proficient Poem answers both focus questions and provides basic information about the historical figure. Rubric for Biopoem

29. 2/Basic Poem answers one of the focus questions and it is difficult to tell who the historical figure is. 1/Below Basic Poem does not answer the focus questions . Important information about the historical figure is missing. Rubric (con’t)

30. Create a poster • With your partner, create a poster of your subject, demonstrating the fight to end discrimination, and improvement of working conditions

31. Oral Language • Practice, then recite your poem to the class. • Share your poster.

32. 4/Advanced Student spoke clearly, maintained eye contact the entire time, and obviously understood the content because he/she could “tell me more”. 3/Proficient Student read the poem with little difficulty, looked at the audience some of the time, and understood the content. Presentation Rubric

33. 2/Basic Student stumbled through the poem, looked down most of the time, and was unsure of the content. 1/Below Basic Student had difficulty reading the poem, looked down the whole time, and did not understand what he/she had written. Rubric (con’t)

34. Read excerpt fromPrayer of the Farmworkers Struggle by Cesar Chavez 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

35. A.R. Extensions • Learning About Justice from the Life of Cesar Chavez, Level 4.0(available through IMC Book Circulation: 43 80 120.30 • Cesar Chavez, Schaefer, Lola Level 2.1

36. Resources from IMC • Cesar Chavez Labor Leader (book)4380 120.20 • Cesar E. Chavez Equal Rights Leaders (book)32 80 980.10 • Hispanics of Achievement: Cesar Chavez-Mexican American LaborLeader (VC) 38 10 240.01

37. Resources: Cesar Chavez Web Links: • Cesar Chavez Day http://www.sdcoe.k12.ca.us/chavez/ • Chavez Foundation http://www.chavezfoundation.org • Lessons http://celebratingcesarchavez.homestead.com/lessons lecciones.html • Model Curriculum http://chavez.cde.ca.gov/ModelCurriculum/Intro.aspx • Books, Poster & Exhibits http://www.sunmt.org/cesar.html

38. Women Work for Justice • A fourth grade curriculum in support of SB 984 which provides for curriculum resources on the life and work of Cesar Chavez. Work is part of the Latino Legacy Curriculum Project, under the direction of Jim Lloyd. This presentation produced by Sandra Iyall and Allison Connelly.