ShannonAlcarez

ALookatDoloresHuerta
Lessonplanoverviewanddescription
1. 4050Minutes
2. SocialSciences(civics,history,economics,geography,sociology,anthropology,
etc.)
3. BigIdeas:
a. ExplainhowDoloresHuertahelpedMexicanfarmworkersbecome
citizensandearnmoremoney.
b. ExplainthatmembersoftodayssocietycanbeasinfluentialasDolores
Huerta.
4. Vocabulary
a. Citizenssomeonewholivesinatownandhasrights
b. CivilRightstherightsthateverypersonshouldhave,asdepictedinthe
BillofRightsandConstitution
c. MigrantworkersApersonwhomovesfromplacetoplacetogetwork,
especiallyfarmerswhoharvestseasonally
5. Skills
a. Separatingwhatisimportantfromunimportantinaccordancetowhatis
beingresearched
b. Writingacompactbiographybasedoffmultiplesources
c. Creatingdetailedtimelinesfromaroughoutline
d. Drawingandspeakingskills
6. BroadGoalsofLesson
a. Studentswillunderstandhowaclassroomteacherhelpedalargegroupof
people
b. Studentswillunderstandhowtheiractionsasresponsiblecitizenscan
enactchange
c. Studentswillworkingroupsonvarioustasks,conveningwithothersand
I.

learningtheirstrengths
ContentOutline
a. DoloresHuerta
i. Born:April10,1930inDawsonNewMexico
ii. GrewupinStockton,California(majorfarmingarea)

iii. Inearly1950sshebeganworkingasanelementaryschoolteacher
andsawthatmanyofherstudentsfamilieswerelivingin
poverty.
iv. BecameoneofthefoundersoftheStocktonChapterofthe
CommunityServicesOrganization,workingtoimprovesocialand
economicconditionsforfarmworkersandtofightdiscrimination.
v. CreatedtheAgriculturalWorkersAssociationin1960.
vi. CofoundedUnitedFarmWorkerswithCesarChavezin1962.
vii. Haswonmanyawardsinthe1990s.
b. CivilRights
i. Rightsoffarmworkers
ii. RightsofAmericancitizens
iii. Qualitiesthatmakeagoodcitizen
c. BranchingOut
i. WhodoweknowthathassimilaraccomplishmentstoDolores
Huerta?
1. Locallyandnationally,andglobally
2. HowcanwebemorelikeDoloresHuerta?
II.

Standards
1. PDESASStandardscivics/government,history,economics,geography
a. 5.3.3.G.:5.CivicsandGovernment3.HowGovernmentWorks3.3rd
gradeG:Identifyindividualinterestsandexplainwaystoinfluenceothers.
b. 1.5.3.B:1.Reading,Writing,Speaking,Listening.1.5.Qualityof
Writing.3.3rdGrade.B:Developcontentappropriateforthetopic.
a. Gatherandorganizeinformation,incorporatingdetailsrelevanttothe
topic.
b. Writeaseriesofrelatedsentencesorparagraphswithonecentralidea.
2. NCSSThemesandSubthemes
VI.Power,Authority,andGovernance:
a. Examinetherightsandresponsibilitiesoftheindividualinrelationtohis
orhersocialgroup,suchasfamily,peergroup,andschoolclass.
b. Recognizehowgroupsandorganizationsencourageunityanddealwith
diversitytomaintainorderandsecurity.
VII.Production,Distribution,andConsumption

a. Giveexamplesthatshowhowscarcityandchoicegovernour
economicdecisions.
X.CivicIdealsandPractices
a.Identifyexamplesofrightsandresponsibilitiesofcitizens
e.Explainactionscitizenscantaketoinfluencepublicpolicydecisions
III.

LessonObjectives
a. Students,throughextensiveresearch,willrelatetheaccomplishmentsof
DoloresHuertatootherindividualsinhistoryasactsthatcreatedstronger
citizenshipandgainedrightsformoreindividuals.
b. Studentswillunderstandwhatitmeanstobeagoodcitizenthroughthe
compilationofinformationthatsupportsandgivesexamplesofDolores
Huertascause.
c. StudentswillgetadeeperunderstandingofDoloresHuertaandthe
NationalFarmWorkersAssociationthroughvariousformsofdiscovery,
bywrittenaccountsofheraccomplishments,aswellasthroughthe
creationoftimelinesofbigeventsandalookatherasaphysicalpersonto
formafullpictureofherintheirminds.

IV.

TeachingProcedures
1. AnticipatorySet/Introduction
Iwillaskthestudentstowritedownonaslipofpaperonethingthatyouhaveto
knowtobeacitizen.Thentheywilltalkaboutthingsthatmightbehardforyou
todoifyouwerenotacitizen.Eachpairwillsharesomethingtheycameupwith,
fosteringshortdiscussionsamongsttheclass.Telltheclassthattodayweare
goingtolookatawomanwhowantedtohelpthepeoplethatwerenotcitizensin
thiscountrybecomecitizens,sotheycoulddoallofthethingsthatwefound
difficultforthemandwroteonourpapers.
2. LessonInput
BeginbyhavingstudentsreadtheshortstoryaboutDoloresHuertaonpage
256.AskstudentstodiscussingroupsofthreeandfourwhatDoloresHuerta
didandwhytheythinkitwasimportant.Havestudentssharewiththerestof
theclass.

HavestudentsdiscusssomeofthereasonsthatDoloreshelpedherstudents

families.
3. GuidedPractice/IndependentPractice
Discusswithstudentsthedifferencebetweenimportantdetailsand
unimportantdetailsthroughtheuseofthenarrativeonpage256,having

individualsdecidewhatmayormaynotbeimportant.
Tellstudentsthatthisknowledgeisimportantformanyreasons,suchas
makingtimelines(showthemthetimelineonthebottomofpage259)and

writingbiographiesofindividuals.
Tellstudentsthatbiographiescanfocusondifferentaspectsofapersonslife,
dependingonwhatthewriterthinksisimportant.
Studentswillbesplitintofourequalgroupsoffive.
i. Thefirstgroupwillfocusoncreatingatimelineofeventsin
Huertaslife(civicandpersonal)andbigglobaleventsalso
occurringduringtheirtimelines,throughonlineresources.They
willexplaintheirtimelinesaftertheartgrouphasgone.
ii. Thosewhoenjoywriting/needextrahelpinwritingwillbesplit
amongsttwogroups,workingontwoseparatepieces.
1. Onegroupofstudents(group2)willdoresearchon
Huertascivicactivityandpassionsandwriteabout
citizenswhoseworkrelatestoHuertasonasmallerscale.
Theywillfocusonhowtheirworkasgoodcitizenshelped
createmoregoodcitizens,i.e.teachersandlocal
volunteers.Theywillsharethisinformationwithclassafter
the1stgroupreads.
2. Thesecondgroupofstudents(group3)willresearch
Huertasaccomplishmentsandcivicactivities,especiallyin
relationtotheNationalFarmWorkersAssociationandany
currentactivities.Theywillcowriteabriefpaperoutlining
theirresearchandpresentittotheclassatalaterdate.
iii. Group4willbecomprisedofthosestudentswholiketodrawand
doodleinclass.TheirjobwillbetoresearchHuertaonlineaswell,
pickingoutamomentofherhistorythattheywouldliketodepict,

withoutcopyinganyoftheirgroupmates.Theymustfocusonher
physicalfeatures,butalsoonwhatisgoingonaroundherandbe
abletoexplaintheirartworktotheclasswhentherestofthe
groupspresentatalaterdate.Theywillneedtohaveadateforthe
specificmoment,soitmaybepointedoutandadded(ifnecessary)

togroup1stimeline.
Studentswillbegiventhebulkofthelessonstimetocompleteresearchand
writing.Whatevertheydonotfinishwillbehomeworkduethefollowingday.
Anyonewhofinishesotherlessonsearlymayusethetimetoworkontheir

writing/research/artwork/creation.
4. Differentiation
Iwilldifferentiatethislessonbasedonthespecificlearningandbehavioral
needsofmystudents,groupingthemaccordingly.
5. Closure
Studentswillexplaintheirtimelines,writings,anddrawingstotheirpeersina
largegroupdiscussionthefollowingday,aftereditingandcompletinganylast
minuteadjustments.Group4willfirstintroduceDoloresHuertatotheclass,
explainingtheirdrawingsandtheeventsthattheychosetodepict.Group1
willexplainwheretheseeventsfallonthetimeline,aswellasotherimportant
dates.Group3willtheninformtheclassonotheraccomplishmentsofHuerta
andthingsthatmaynothavebeendepicted.Group2willthenlinkHuertas
accomplishmentstoothercivilrightsactiviststheyhaveresearched.
V.

TeacherandStudentResourcesandEvaluationofResources
A. StudentReadingResources:Page256inthetextbook.Variousonlineresources
thatmaybeginwithaGooglesearchofDoloresHuertaandcivilrights
activists.Suchwebsitesincludebiography.com,doloreshuerta.org,nwhm.org
(NationalWomensHistoryMuseum).
B. TeacherResourcesforLessonDesign:Thetext,biography.com,
doloreshuerta.org,anddictionary.comfordefinitions.
EvaluationofTeacherResourcesUsedforLessonPlanningDesign.

ResourceTitleor
WebsiteAddress

Influence:

3+Characteristics

Accessibility

Overall
Rating

SI

Itisher
Easy,asitis
organizations
online.
website.
Looksatvarious
componentsofher
activism.
Allowsfor
expansionofher
idealsthrough
studentinvolvement
opportunities.

SI

Biography.com
Easy,asitis
providesa
online.
disclaimertoupdate
anyincorrect
information,butis
widelyusedby
teachersand
studentsalike.
Providesbasic
materialfor3rdgrade
students.

http://doloreshuerta.org/do
loreshuerta/

http://www.biography.co
m/people/doloreshuerta
188850

VI.

FormativeandSummativeAssessmentofStudents

Highly
enjoyable
andeasy
to
navigate.
Canbe
usedto
lookup
various
causesthat
the
Foundatio
nsupports
togo
beyond
this
lesson.
Very
directand
tothe
point,
doesnot
yielda
wealthof
informatio
nbut
givesthe
basic
building
blocksfor
studentsto
branchout
and
discover
more.

StudentswillreadtheiraccountsofDoloresHuertaandotherindividualsthey
deemtobelikeher.Iwillcollectthesewrittenaccountsaftertheyhavebeen

readtotheclass,checkingthemforqualityanddetails.
StudentswillexplaintheirtimelinesanddrawingsofeventsinHuertaslife,
givingadeeperunderstandofthetimeperiodandaccomplishmentsthey

VII.

chose.Iwillcollecttheseaswell.
Formatively,Iwillbewalkingaroundandcheckinginwithstudentsasthey

compiletheirresearch.
Technology/Materials/Equipment
Computers(foronlinesources)andtextbooksandbiographiesofDolores

Huerta
Drawing/Writingmaterialssuchaspaper,pencils,paints,markers,and
crayons

VIII. ReflectiononPlanning
ItwasmuchhardertoplanthislessonthatIhadoriginallythoughtthatitwould
be.Withoutknowingspecificallyhowweareplanningtoorganizethelessonsin
theunitIfounditdifficulttotiethelessoninwithpreviousorfutureones,
treatingitmoresoasastandaloneassignment.Takinghershortnarrativefromthe
textbookhelpedwithguidance,forsure,butIfeelthatshewasgivenabiggerrole
thannecessaryandthereshouldhavebeenoneoverarchinglessononallofthe
biographiesinsteadofindividuallessons.