harvesting hope: the story of • library lessons • cesar chavez...harvesting hope: the story of...

� • LibrarySparks • August/September Web Resources 2009

Cesar Chavez Bonus Econ Lesson

Productive Resources (Featuring the Migrant Farm Worker)

Introduction: In this lesson, students will iden-tify productive resources as they apply to migrant workers in mid-Twentieth Century California.

Objectives:• The student will review the terms natural

resources, human resources, and capital resources.

• The student will participate in a class problem solving activity.

• The student will give examples of natural resources, human resources, and capital resources.

McREL Standards Reading • Uses the general skills and strategies of the

reading process Writing • Uses the general skills and strategies of the

writing process Economics • Knows that productive resources are all natu-

ral resources, human resources, and capital resources used to produce goods and provide services

Time Required: 25–30 minutes

Materials:• A set of Productive Resources and the Migrant

Worker cards (printed on card stock and cut apart)

Harvesting Hope: The Story of Cesar Chavez

• Library Lessons •

Grades 2–5

• Activity Sheets • Writing tools• Tape

Procedure:1. Prepare materials prior to class. 2. Introduce the lesson by writing these three

terms on the board, NATURAL RESOURCES, HUMAN RESOURCES, and CAPITAL RESOURCES.

3. Explain that the words on the board are pro-ductive resources and are used to make goods and services. There are different types of pro-ductive resources. Natural resources are gifts from nature that people use to provide goods and services. For example, people use the land to grow vegetables, they use the sun to provide heat, and water to hydrate the plants.

4. Explain that natural resources have so many uses that people have to make decisions about what to do with them. For example, land can be used for many purposes. People can use land to build a barn, to grow grapes, or keep chickens. Ask the students what other prod-ucts can be made using land. [Possible answers: houses, factories, parks, roads, etc.]

by | Lynne Farrell Stover

Library Lessons

August/September Web Resources 2009 • LibrarySparks • �

Harvesting Hope: The Story of Cesar Chavez

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Lynne Farrell Stover has more than thirty years of experience as an educator and is currently a Teacher Consultant at James Madison University in Harrisonburg, Virginia. She has taught many teacher workshops and won Teacher of the Year in 1999 from the Virginia Council of Economic Education and from the Virginia Association for the Gifted. She is the author of Magical Library Lessons, More Magical Library Lessons, Magical Library Lessons: Holiday Happenings, and From Snicket to Shakespeare from UpstartBooks.

5. Introduce human resources as people doing work to produce goods and services.

6. Explain that farmers are human resources; they provide fruits and vegetables, which are goods. Ask the students to name other human resources. [Possible answers: teacher, carpenter, cook, barber, etc.]

7. Introduce capital resources as tools that peo-ple use to produce other goods and services. For example, people make plows so that farm-ers can use them to till the land for planting season. Other people make packing crates so that farm workers can use pack them full of fruit to ship to the market.

8. Explain that capital resources include tools, buildings and machines. All of these things are made so that other things can be pro-duced. Ask students for other examples of capital resources. [Possible answers: truck, shovel, scissors, stove, etc.].

9. Tell students that they will now be applying everything that has just been discussed to an activity. Hold up one of the Migrant Worker Cards and ask the students the questions on the back of the card. (What is pictured on this card? What kind of resources is it? What could be produced using these resources?) Use the same method to discuss the item pic-tured the other cards. After correctly identify-ing each item as a specific type of resource, tape it to the board under the appropriate word.

10. Distribute the activity sheet and writing tools. Review its content with the class. Students may work independently or in small groups.

11. Check for understanding. 1. Human Resource- Migrant Worker, Natural Resources- Grapes and Sun, Capital Resources, Glass Jar and Pail. 2. Possible answers include: truck driver, store owner, cashier, produce manage, bagger. 3. Possible illustrations may include: jam, jelly, juice, wine

12. Encourage students to share their answers with the class. Be aware that some answers may vary. Encourage the discussion that this may initiate.


Productive Resources and the Migrant Worker Introduction Cards

short-handled hoe

Card Questions

• Whatispicturedonthiscard?• Whatkindofresourceisit?• Whatcouldbeproducedusing

thisresource?

grapes

Card Questions

• Whatispicturedonthiscard?• Whatkindofresourceisit?• Whatcouldbeproducedusing

thisresource?

migrant worker

Card Questions

• Whatispicturedonthiscard?• Whatkindofresourceisit?• Whatcouldthisresourceproduce?


Productive ResourcesIntroduction: CesarChavezworkedhardforthecivilrightsofmigrantworkers.In1965,whensomeCaliforniagrapegrowerscuttheirworkers’pay,Chavezandhisfollowersmarched340milestodrawthenation’sattentiontomanyunfairworkingcon-ditions.HisLa Cauas,“TheCause”,wouldchangethelivesofthesefarmworkersforthebetter.

Glass Jar Migrant Worker Grapes Pail Sun

1. Usingtheillustrationsabovelistanexampleof

HumanResources______________________

NaturalResource_______________________

CapitalResource _______________________

2. Whatotherkindsofworkers(humanresources)wouldbeneededtogetproductsgrapestoastoreandsellthem?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. Onthebackofthispaperdrawapictureoftwothingsthatcanbemadeusingthepicturedresources.


Interdisciplinary Extension Activities

Harvesting Hope: The Story of Cesar Chavezhasjusttherightcontent,tone,andlengthforitsintendedsecondandthirdgradeaudience.However,asthetextiswrittenonasixthgradereadinglevel,upper-elementaryandmiddleschoolteacherswillfinditavaluabletooltouseininterdisciplinaryunitsfocusingonmulti-culturalstudies,thecivilrightsmovementorthehistoryofpassiveresistance.

Civic ResponsibilityCesarChavezbelievedintheimportanceofbeingofservicetoothers.Heworkedhardtoimprovethelivingconditionsofthosewhohadlittlehopeofhavingavoiceintheirownfuture.Researchalocalsocialsituationthatneedsaddressing.Brainstormawaythestudentsinyourschoolcanmakeadifferenceinrectifyingthissituation.Makeithappen.

Literature(ForDiscussionandResearch)Theillustratorofthisbook,whowasborninMexico,receivedoneoftheAmericanLibraryAssociation’sPuraBelpréAwardsin2004.TheseawardsarepresentedtoLatino/Latinawritersandillustratorsforoutstandingcontributionstochildren’sliterature.Thisawardwasestablishedin1996andwaspresentedeveryotheryear.However,beginningin2009,thisawardwillbegivenannually.Whydoyouthinkthatanawardthatwasgiveneveryotheryearisnowanannualaward?AlistofthebooksthathavewonthisawardcanbefoundattheWebsitebelow.http://www.ala.org/ala/mgrps/divs/alsc/awardsgrants/bookmedia/belpremedal/belprepast/index.cfmDoesyourschoollibraryhaveanyofthesetitles?

HistoryCesarChavezcreditshismotherwithteachinghimtoresolveconflictsinapeacefulmanner.Hewasalsoinfluencedbyotherswholedbyexample.Selectaquotefromoneofthefamouspacifistsbelow.Researchthisperson.Findandlistfivefactsthatprovethattheybelievedintheirstatement.Remembertociteyoursources.

“Amancan’trideyourbackunlessit’sbent.”-MartinLutherKing

“Inagentleway,youcanshaketheworld.”-MahatmaGandhi


“Wecandonogreatthings,onlysmallthingswithgreatlove.”-MotherTheresa

“Itisnousewalkinganywheretopreachunlessourwalkingisourpreaching.”-SaintFrancisofAssisi

ResearchBillClintonawardedCesarChavezaPresidentialMedalofFreedomin1994.(Detailscanbefoundathttp://www.medaloffreedom.com/CesarChavez.htm)Whatisthisaward?WhydoyouthinkPresidentClintonselectedCesarChavez?Listtenotherpeopleyouadmirewhohavereceivedthisaward.

WritingReaderscanalmostfeelthebackpainthattheshort-handledhoewouldgivetheworkerusingittoweedlettuce.OneofthethingsthatCesarChavezandhisorganizationwereabletochangewastheuseoftheshort-handledhoe.Itisnowbannedforusebymigrantworkers.Writetheanswerstothefollowingquestions.Bepreparedtodiscussyouropinionswiththeclass.• Whydoyouthinkusingashort-handledhoeinthefieldswouldbedifficult?• WhydoyouthinkthefarmownersmightNOTwantthemigrantworkerstouselong

handledhoes?• Whodoyouthinkbenefitedwhenshort-handledhoeswerebanned?

VocabularyWhilethirdgraderswillfindthisbookinteresting,manymayfinditdifficulttoread.Thefollowingwordsarefoundinthetext.Chosetenofthesewordsandwriteadefinitionsforthemthatyouthinkcouldbeunderstoodbyasecondorthirdgrader.

1. Spacious2. Coaxing3. Possessions4. Migrant5. Battered6. Fierce7. Torment8. Blurred9. Conflicts10. Embarrassed11. Access12. Suspicious13. Jolt

14. Miserable15. Reluctantly16. Dedicate17. Compassionate18. Imagination19. Powerlessness20. Abandoned21. Hunched22. Obstacle23. Unharvested24. Pilgrimage25. Mariachi


Harvesting Compound Words Directions:MakesixcompoundwordsbymatchingawordfromColumnAtoawordinColumnB.Writeonewordineachgrape.Thenusethenewwordstocompletethesentences.

Column A Column Bwater ownershome downfarm melonsun workersland sideout sick

1. CesarChavezlikedtoeat_______________withhisfamily____________inthewarmArizonanights.

2. WhenCesarfirstwenttoschoolheranbacktohishousebecausehewas____________________.

3. The____________________wouldpickgrapesfromsunupuntil_______________________.

4. The__________________________agreedtopaytheworkersmoremoneyandgivethembetterworkingconditions.

grape + vine = grapevine


Cesar Speaks - Quotation CodeCesarChavezunderstoodthatwordswerepowerfultoolsinhiseffortstoorganizeandgivemigrantworkersavoice.Usethecodebelowtorevealoneofhisquotesonthegrid.

A B C D E F G H I L M N O P R S T U V W Y1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

THERE________________________________17-8-5-15-59-1612-1316-18-3-817-8-9-12-71-16

______________________________________.4-5-6-5-1-179-1212-13-12–19-9-13-10-5-12-3-5

WhatdoyouthinkCesarChavezmeantwhenhesaidthis?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Non-Violence

10 • LibrarySparks • August/September Web Resources 2009

Cesar Speaks - Quotation Code I


__________________________________21-13-181-15-512-5-19-5-1516-17-15-13-12-7

________________________________’__________5-12-13-18-7-817-8-1-1721-13-184-13-12’-1712-5-5-4

________.8-5-10-14


____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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August/September Web Resources 2009 • LibrarySparks • 11

Cesar Speaks - Quotation Code II


________________________________________17-8-56-9-7-8-179-1612-5-19-5-151-2-13-18-17

____________________________.________7-15-1-14-1613-1510-5-17-17-18-3-5.9-179-16

__________________________________.1-10-20-1-21-161-2-13-18-1714-5-13-14-10-5.


____________________________________________________________________________________

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1� • LibrarySparks • August/September Web Resources 2009

Cesar Speaks - Quotation Code III


__________________________________________20-8-5-12114-5-15-16-13-1216-18-6-6-5-15-166-13-15

________________________________________,16-13-11-5-13-12-59-127-15-5-1-17-5-1512-5-5-4,

__________________________________.17-8-1-1714-5-15-16-13-129-168-18-11-1-12


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August/September Web Resources 2009 • LibrarySparks • 1�

Young Cesar’s OpportunityWhenCesarChavezwasayoungboy,hisfamilywouldhavebarbecuesintheevenings.Thereweremanyfunthingstodo.IfyouwereCesarwhatwouldyouchoosetodo?

Cesar’s Choices Tally

Take a guitar lesson from Grandpa

Listen to Grandma tell a scary story

Help Mama cook the corn

IfCesarcouldnotdohisfirstchoice,whatwouldhethendo?Thisishisopportunity cost,thethinghegaveupforhisfirstchoice.

1� • LibrarySparks • August/September Web Resources 2009

The Chavez Family Fiesta Activity Choices Cards

Brother Richard

Brother Richard

EatWatermelon

Brother Richard

Listen to Music

Brother Richard

Play a Game

Sister Rita

Sister Rita

DrinkLemonade

Sister Rita

Read a Book

Sister Rita

Dance

Papa

Papa Chavez

Slice the Watermelon

Papa Chavez

Play the Guitar & Sing a Song

Papa Chavez

Take a Nap

August/September Web Resources 2009 • LibrarySparks • 1�

Family Fiesta

Directions:PretendyouarethememberoftheChavezfamilynamedoncardsintheenvelope.YouareatasummerfamilyfiestainthewarmArizonadesert.Youcandoonlyoneofthethingslistedonthecards.Whatwouldyouchoosetodo?Completethesentencesbelowbasedonyourchoice.Bepreparedtoshareyouranswerswiththeclass.

Opportunity Cost

Name:_________________________________________

Date:______________________

I am __________________________________________________________.

The thing I would choose to do is ________________________________________________________________________________________________.

My second choice would be _____________________________________________________________________________________________________.

This is my opportunity cost because it is what I gave up to do my first choice.

Extra Credit: Illustratethecharacterdoingthechosenactivityonthebackofthispaper.

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