César Chávez in the News

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Teacher Notes

Grade 4 Unit Modern California

H/SS Analysis Skills
Historical Research, Evidence, and Point of View

  1. Students differentiate between primary and secondary sources.

  2. Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

Historical Interpretation

  1. Students summarize the key events of the era they are studying and explain the historical contexts of those events.

H/SS Content Standards - Grade 4
4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.

    4.4.3.Discuss immigration and migration to California …including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups …

    4.4.5.Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.

    4.4. 6.Describe the development and locations of new industries since the turn of the century, such as … large-scale commercial agriculture and irrigation projects…

...Students should understand the role of labor in industry and agriculture, including how Cesar Chavez, through nonviolent tactics, educated the general public about the working conditions in agriculture and led the movement to improve the lives of farmworkers

English-Language Arts Standards - Grade 4

1.0.Writing Strategies: Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process.

    1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

    1.2 Create multiple-paragraph compositions:

    1.8. Understand the structure and organization of (and use) almanacs, newspapers, and periodicals

Time:

    1-3 class hours to learn news writing format
    1-2 hours for research on César Chávez
    1-2 hours for writing
    1-3 hours for revision and presentation

Setting up the lesson:
You will need to spend some time with students explaining the inverted pyramid or news writing style.