Third Grade Social Studies Planning Unit 7 Rights of Workers in the United States Marlo Mong March 10, 2009.

Third Grade Social Studies

Planning Unit 7

Rights of Workers in the United States

Marlo Mong

March 10, 2009

How do I know what concepts to teach?

• Use your curriculum map!– Every piece of content for the

rest of the year is listed under a relevant concept

• DON’T FORGET! These are suggestions – make them work for your class!

• Keep up with it all by using your concept wall.

Rights of Workers?• Think about the differences between these two jobs

• Compare & Contrast– What is happening in each picture? Describe the physical needs of each

job.– What happens when it is hot? – What happens when you need a break?

• These are recent pictures – Before Cesar Chavez, what were the rights of farm workers?

http://www.securityinfowatch.com/article/photos/1200418074815_cashier.jpg

http://www.cropsci.ncsu.edu/personnel/Schroeder-Moreno_Michelle/pictures/CEFS_pickingveggie.jpg

Cesar Chavez: How did he help make

changes to workers’ rights?– Activist: Why did he feel there needed to be

change? Think about how his beliefs influenced

his decision to create change.– Significant locations:

– Born in Arizona but family moved because the family business closed because of a draught during Great Depression

– Moved to California to earn income as migrant farm worker• Harsh conditions for migrant workers including: low wage, unsafe tools, prejudice

against Mexican Americans (most of the migrant workers in CA)• Attended over 30 schools before stopping after his 8th grade graduation. Why?

– Organized farm workers into labor unions (National Farm Workers Association) to receive higher wages and safer working conditions

– Childhood influenced his beliefs when he grew up.– Non-violent protests inspired by the work of MLK and Gandhi– Awarded the Medal of Freedom – the highest honor for a civilian.

Framework Support• View the Cesar Chavez powerpoint presentation to build student’s background

knowledge of California and the definition of what a migrant worker is. Explain to students that they will make a powerpoint slide about one aspect of Sr. Chavez’s life to create a class powerpoint presentation to be viewed at the end of this unit. For students who have never created PowerPoint slides, conduct a mini-lesson that guides students through basic slide development including the insertion of graphics.

• Provide a short checklist of elements that the teacher would like for the slide to include. Elements might include:

• Describe something from Cesar Chavez’s childhood that influenced his work to help migrant workers

• Think of the place that was most significant to Sr. Chavez’s work.• Explain one of the obstacles Sr. Chavez had to overcome and how he did it.• The slide has a title; at least two complete sentences about the slide topic; correct

capitalization and punctuation; at least one graphic is included on the slide; someone edited the slide for mistakes and suggestions.

Additional SupportMany thanks to Christina Freeman, 3rd grade teacher – Henry County, for sharing

Productive Resources

Learn about ECONOMICS through song:http://www.kidseconposters.com/econsongs.html

Natural (land) – Gifts from natureHuman (labor) – Physical, intellectual, and creative skills of peopleCapital (capital goods) – Resources used and made by people to produce and distribute goods and servicesEntrepreneurship (used to create goods and services) – Risk-takers willing to invest in something new to creates goods and services.

From Economics for the

Elementary School GPS -Fundamental Economics, Grades K-3

EconAmerica Workshop

How’d It Get There?!?This lesson is from EconAmerica Workshop, Fall 2008

•Students will think of everything involved in the producing to consuming of a candy bar.•Natural resources? cocoa beans, cows for milk, gas for the shipping trucks, paper for the advertisement•Human resources? the person who milked the cow, cashier who took your money at the store, factory worker who put the candy in the wrapper, person who thought of the recipe for the candy bar•Capital resources? Tractor used on the farm, factory machines used to melt the chocolate and mix everything together, computers to design the candy wrapper•Entrepreneurship? “Mr. Kroger”, candy factory owner, trucking company owner

Interdependence• Have students look at the label on their shirt (or have a friend look, if they’re not

feeling flexible ) to see where the shirt was made.• Write the name of the country above the appropriate continent on the graph. For

example, if your shirt was made in Germany, you would write “Germany” in the Europe column.

• Use the graph to help students understand TWO Enduring Understandings:– The student will understand that the ways people make, get, and use goods

and services may be different from how people in other places make, get, and use goods and services.

– Where you live matters.• Help students answer these questions:

– Where were most of our clothes made?– Were anyone’s clothes made in our county?– Why do we buy things from other countries?– Are there things we MUST buy from other countries? Why?

Resources• http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/chavez: From America’s Story &

the Library of Congress, kid-friendly biography of Cesar Chavez. Make sure to click on the related stories links – The Grapes of Wrath & Viva la Huelga

• http://www.sdcoe.k12.ca.us/chavez/chavez.pdf: Lesson plans and activities designed in conjunction with the San Diego County Office of Education honoring Cesar Chavez & Cesar Chavez Day.

• http://www.ufw.org/_page.php?inc=history/07.html&menu=research: The biography of Cesar Chavez on the official website of the United Farm Workers. You can also link to different You Tube videos that celebrate the life and work of Sr. Chavez – PREVIEW videos before sharing with your students.

• http://www.kidseconposters.com/index.html: You can find lots of free tools to teach economics to your students at this website – like children’s literature with lesson plans & fun songs to teach important economic concepts.

• http://www.econedlink.org/lessons/: This is the lessons section of econedlink.org. Use this page to search for lessons about specific concepts in economics.

• http://www.gcee.org/: The Georgia Council for Economics Education is dedicated to providing the best resources for Georgia’s teachers and students.

Remember! These are only suggested resources. Make sure to preview these sites before sharing them with your students. You know your students better than I do!

Resources for Integration

Cesar Chavez: The Struggle for Justice

By: Richard GriswoldPublisher: Pinata Books;

Bilingual edition

Cesar ChavezPhoto-Illustrated Biography

By: Lucile DavisPublisher: Capstone Press

Harvesting Hope: The Story of Cesar Chavez

By: Kathleen KrullPublisher: Houghton Mifflin

Harcourt

Cesar ChavezBy: Ginger Wadsworth

Publisher: Lerner Publishing Group

Apples for LifeBy: Alan Zepeda

Publisher: Evangel PressConcept-Capital Resources

http://www.kidseconposters.com/keb/Title%20List%20Poster

%20Set%20A/Capital%20Resources/Apples

%20for%20Life.htm

Charlie Needs a CloakBy: Tomie DePaola

Publisher: Simon & Schuster Children's Publishing

Human Resourceshttp://

www.kidseconposters.com/keb/Title%20List%20Poster

%20Set%20A/Human%20Resources/Charlie

%20Needs%20a%20Cloak.htm

Just a DreamBy: Chris Van Allsburg

Publisher: Houghton Mifflin Harcourt

Concept-Natural Resourceshttp://

www.kidseconposters.com/keb/Title%20List%20Poster

%20Set%20A/Natural%20Resources/Just%20a

%20Dream.htm

Lake Loon Fishing DerbyBy: Kathleen Cook Waldron

Publisher: Orca Book PublishersConcept-Entrepreneurs

http://search.barnesandnoble.com/Loon-Lake-Fishing-Derby/Kathleen-

Cook-Cook-Waldron/e/9781551431420/?itm=1

Here’s the Scoop: Follow an Ice Cream Cone Around the World

By: Neale S. GodfreyPublisher: Silver Burdett Press

Concept-Interdependencehttp://

search.barnesandnoble.com/Heres-the-Scoop/Neale-S-

Godfrey/e/9780382249129/?itm=1