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Lesson Plan - History Makers: César Chávez
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Learning Objective
Students will understand the impact and contributions of César Chávez, who fought for the rights of American farmworkers.
Text Structure
Profile, Sequence
Content-Area Connections
Civics; U.S. History
Standards Correlations
CCSS: RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.7, RI.4.8, RI.4.10, L.4.4, SL.4.1
NCSS: Civic Ideals and Practices
TEKS: Social Studies 4.17
1. Preparing to Read
Slideshow: Leading the Way
After watching, ask: Which leaders described in the slideshow do you think made the greatest contributions? Give reasons for your choices.
Preview Words to Know
Project the online vocabulary slideshow and introduce the Words to Know.
Set a Purpose for Reading
As students read, have them identify the problem that Chávez fought to solve.
2. Close-Reading Questions
1. What detail in the text helps you understand what migrant workers do? The text says that migrant workers “traveled from farm to farm, depending on where they could find work.”
(RI.4.4 WORD MEANING)
2. What are some nonviolent methods that Chávez used to bring about change? Chávez created a group to try to end the struggles farmworkers faced. To help grape workers get better work conditions, he encouraged them to strike and led a boycott in which people stopped buying grapes. He also organized a march.
(RI.4.2 KEY DETAILS)
3. What is the section “A Lasting Impact” mostly about? What is another good heading for it? This section is about how Chávez is remembered and honored today. For example, schools and parks are named for him. Another heading might be “Honoring Chávez.”
(RI.4.2 MAIN IDEA)
3. Skill Building
FEATURED SKILL: Synthesize Information
Use “All About César Chávez” to have students complete a biographical profile. Download it as Google Slides or a PDF.
(RI.4.1 TEXT EVIDENCE)
Multilingual Learners
Point out that the prefixes un- (as in unfair) and non- (as in nonviolent) are added to some English words to mean “not.” Share other examples, like unhappy and nonprofit.
Striving Readers
Give students a chance to read the sidebar, “Leading the Way,” several times. Then pair students and have them read the sidebar aloud to each other.
Article Extension
Have students watch the video “My Father’s Legacy” and take notes. Ask them to compare the video with the main article: What is the focus of each? What details are included?