Objectives:
- Describe the rise of the Chicano Movement.
- Explain the role of farm workers in the civil rights movement.
- Explain the civil rights claims of American Indians.
- Analyze the approaches for participation in the democratic process.
Scene 1 — Engage
Student Activity
Students are introduced to the idea that civil rights movements extended beyond African Americans to other racial and ethnic groups. They read about the American Civil Liberties Union (ACLU) and its defense of unpopular speech, including a Nazi march in Skokie, and then discuss in small groups whether freedom of speech should apply even to groups that promote hate speech or seek to curb others’ rights. Groups select a note taker to summarize their conclusions.
Teacher Moves
Divide students into small groups and review the lesson objectives. If groups struggle with the prompt, narrow the question to social media platforms and ask students to provide current examples as evidence. Emphasize that there are no right or wrong answers and that perspectives vary by historical context and point of view.
Scene 2 — Explore
Student Activity
Students examine the historical development of the Mexican American civil rights movement, beginning with the formation and work of LULAC and the Mendez v. Westminster case. They learn how the Chicano Movement emerged and reclaimed the term “Chicano,” then read How the Chicano Movement Championed Mexican-American Identity and Fought for Change to explore the movement and the struggle of Mexican farmworkers. Using this information, students create a brief timeline of key developments in the Mexican American civil rights movement. They then read more about The 1965-1970 Delano Grape Strike and Boycott and, in small groups, post a summary of Cesar Chavez’s views on the importance of non-violent activism.
Teacher Moves
Prompt students to include additional key events on their timelines, such as the Federal Land Grant Alliance and the National Youth and Liberation Conference. After students post about Chavez’s non-violent activism, share an interesting or exemplary response with the class and highlight Chavez’s cooperation with other groups, his rejection of violence as a measure of manhood, and his belief in the power and creativity of nonviolent action.
Scene 3 — Explain
Student Activity
Students learn about the history of American Indian citizenship and voting rights, from the American Indian Citizenship Act of 1924 through the Voting Rights Act of 1965. They then study the American Indian Movement’s list of twenty claims in The Trail of Broken Treaties, choose one or more claims, and read the full text. In small groups, they research background information on their chosen claim and post an analysis of its goal, citing evidence. Groups then discuss posts from other groups to compare goals and perspectives.
Teacher Moves
Encourage students to ground their analyses in specific language from the claims and their background research. If time allows, facilitate a whole-class discussion that synthesizes the different claims and highlights how they address sovereignty, land, rights, and federal–tribal relationships.
Scene 4 — Elaborate
Student Activity
Students view and read about a Chicano Movement mural to consider how art expressed cultural heritage and political messages. They are introduced to different ways individuals and organizations participate in the democratic process, then complete a graphic organizer describing three approaches—non-violent protest and civil disobedience, litigation and court decisions, and lobbying and constitutional amendments—and provide examples from civil rights movements studied in the unit. Finally, they post responses analyzing the advantages and disadvantages of each approach and whether there is a single “best” way to achieve social change.
Teacher Moves
Ask several groups to share their completed organizers and explain their examples. Then highlight thoughtful student posts about the pros and cons of each method, reinforcing the idea that each approach can be effective in the right context.
Scene 5 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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