1. Question In the 1930’s, migrant farm workers like Esperanza and her family faced harsh living conditions in the migrant camps where they lived. They.

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1. Question In the 1930’s, migrant farm workers like Esperanza and her family faced harsh living conditions in the migrant camps where they lived. They worked long hours, under dangerous work conditions, for very little pay. In this lesson, you will explore how Cesar Chavez’s experiences as a migrant farm worker influenced his beliefs and motivated him to fight for the rights of other farm workers. You’ll learn about how his work led to the formation of the United Farm Workers Union (UFW) and make connections to the characters in Esperanza Rising. Click on the picture of Cesar Chavez in order to view a short background video Next Image Source: Library of Congress If you have difficulty viewing the video, you may need to log into BrainPop one time first from the BCPS database page. BCPS database page

2. Information Sources Next Image Source: Library of Congress You will use these resources to complete the Student Activity on Slide 3.  United Farm Workers Flag (Scroll down to the bottom of the webpage.) United Farm Workers Flag  Biography Scroll down and click on Biography.) Biography  The Story of Cesar Chavez The Story of Cesar Chavez  Dream to Organize Farm Workers Dream to Organize Farm Workers  Historic Victories for Unions Historic Victories for Unions

3. Student Activity Use this graphic organizer to take notes on the Information Sources from Slide 2.graphic organizer You will be applying this learning to your reading of Esperanza Rising when you complete the Assessment Activity on Slide Next Image Source: Library of Congress

4. Assessment Activity Using your notes, respond to the following question: How would Esperanza’s situation have been different if the United Farm Workers Union had been in place during the setting of the novel? You teacher may choose, or let you choose one of the following formats to share your response:  Padlet Padlet  Voice Thread Voice Thread  Voki Voki  Edmodo Edmodo  Microsoft Word Your response will be scoring using this rubric or another rubric provided by your teacher.rubric Next Image Source: clipart.com by subscription

5. Enrichment Activities Learn more about the Dust Bowl, migrant workers, and the historical setting for Esperanza Rising, by exploring these resources.  Dust Bowl Dust Bowl  Dust Bowl Migration Digital Archives Dust Bowl Migration Digital Archives  Dust Bowl (video) Dust Bowl (video)  Interview with Florence Thompson Interview with Florence Thompson  “The Effect of Dust Upon Health”, 1936 “The Effect of Dust Upon Health”, 1936  “Baked Out and Broke” “Baked Out and Broke”  “Memories of the Dust Bowl” (Click on “PDF Full Text” link when you open the article in order to see the photos.) “Memories of the Dust Bowl”  Surviving the Dust Bowl documentary (You may be prompted to select your local TV station before viewing video.) Surviving the Dust Bowl documentary Next Migrant farm worker, Florence Thompson. Image Source: Library of Congress

6. Teacher Support Materials Grade 6, Unit 3, Language Arts Common Core State Standards CCSS.ELA-Literacy.CCRA.R.1CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.W.7CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.W.6.2CCSS.ELA-Literacy.W.6.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.7CCSS.ELA-Literacy.W.6.7- Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Standards for the 21 st Century Learner Standards for the 21 st Century Learner Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. ISTE NETS - National Educational Technology Standards for Students 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression. 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Time Frame: 2-3 days Differentiation strategies for this lesson:  Direct students to use learning tools included in our BCPS-licensed databases, such as: audio read-aloud, labeled reading levels/Lexiles, and embedded dictionaries. Learning Styles addressed in this lesson: Visual, Auditory, Reflective, Global, Analytical Notes to the teacher:  Collaborate with your school library media specialist to implement this lesson.  Refer to these support materials, as needed to use: Padlet, Voki, Voice Thread, and Edmodo.PadletVokiVoice ThreadEdmodo Last updated: July 2014 Created by Amy L. Samay, Library Media Specialist Intern BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.Amy L. SamayJamie McKenzie’s Slam Dunk Lesson module