Students will examine the significance of Mexican immigration and its impact on the agricultural economy Students will identify and discuss key concepts such as the Bracero Program and Operation Wetback and how these concepts affected Mexican immigrants in California
California State Content Standards
11.8.2 2. Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
Common Core Literacy Standards
CCSS. ELA-Literacy.RH. 11. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.RH.11.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-Literacy.RH.11.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). CCSS.ELA-Literacy.RH.11. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-Literacy.WHST.11.2. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.11.2. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
Driving Historical Question
How did Mexican immigrants impact post-WWII America?
Students will watch a short clip on the Bracero Program.. Students will be expected to recall one new thing they learned from the video and think-pair-share their findings. The teacher will then facilitate discussion and have students share theirs and their partners findings.
Vocabulary (Content Language Development) ‖ Time: 10 minutes
Vocabulary, both content and academic, will be addressed throughout the lecture and in the guided notes. The guided notes will provide context to the vocabulary words and students will be asked to use the vocabulary in their summaries. Content Vocabulary: Bracero Program; Operation Wetback; Chavez Ravine; Cesar Chavez; United Farm Workers Academic Vocabulary: immigrant; agricultural economy
Content Delivery (Method of Instruction) ‖ Time: 20 minutes
The teacher will provide a lecture presentation that addresses the Mexican immigrant and Mexican American perspective in post-WWII society, the impact on agricultural economies with an emphasis on California, and significant concepts such as the Bracero Program. Guided notes will be provided to students.
Students will complete the guided notes while the teaching is presenting the lecture. Both the guided notes and the lecture will present students with critical thinking questions and checking for understanding. All three levels of questioning will be utilized. Students will be asked to think-pair-share and discuss their ideas.
Lesson Closure ‖ Time: 15 minutes
Students will summarize their notes using the content vocabulary and the key concepts in 3-5 sentences. Students will then get into groups of 3-4 and discuss the essential questions:
Who was Cesar Chavez?
How do you think the events in Chavez Ravine and the Bracero Program will influence later movements for farm workers rights?
What were some of the effects on the agricultural economy?
Students will be asked to complete an exit slip that responds to question #2 or #3 and one new thing they learned following the lesson.
Assessments (Formative & Summative)
Formative: Students will be asked to respond to Checking for Understanding questions during the lecture. Students will think-pair-share the questions and respond via equity cards. This will provide feedback that will let the teacher know whether students are understanding the content. Summative: The think-pair-share activities, group discussions, and the essential questions will help determine whether students are understanding the content and if re-teaching is necessary. The exit-slip will also allow the teacher to see if students came away with a clear understanding of the concepts.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The guided notes and various group work will help EL’s, striving readers, and students with special needs in that they provide guidance throughout the learning process. It will not only help the teacher to know if students are grasping the content, but if they are understanding it as well. Depending on students’ needs, the teacher will appropriately administer the think-pair-share and small group work. For instance, EL’s will be paired with those who are bilingual if possible so that they can speak in their native language in order to reach the material covered. Special needs students will be paired with students who can help build on their understanding.