Chicano History in Pictures
CCSS and CA SS /Standards: (What are the skills being taught? Agenda: (What is the snapshot of my class flow?)
Which standards are being specifically addressed in this lesson?) Quickwrite- how do you see photographs
CA SS 11.11 - Students analyze the major social problems used in news?
and domestic policy issues in contemporary American society. Overview of events leading to Chicano
CA SS 12.10 - Students formulate questions about and defend Movement
their analyses of tensions within our constitutional democracy
and the importance of maintaining a balance between the Discuss how photographs are useful in
following concepts: majority rule and individual rights; liberty news and history, and how to interpret
and equality; state and national authority in a federal system; them
civil disobedience and the rule of law; freedom of the press
In groups, students will interpret a photo
and the right to a fair trial; the relationship of religion and
government. from the Chicano Movement
CCSS.ELA-LITERACY.RH.11-12.7- Integrate and evaluate Groups will read articles related to their
multiple sources of information presented in diverse formats photo
and media (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem. Groups create mini-article based around
their photo
Class has a Gallery Walk to learn about
other events
Class reflects on learning, adds to original
quickwrite
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Know is mostly historical facts, do is how they apply it
Essential Questions:
How can a picture tell history?
What was the Chicano Movement?
Students will KNOW:
How to extract meaning from images
How the Chicano Movement began and its purpose
Various events in the Chicano Movement
Students will DO:
Closely analyze photos
Create predictions of what photos are about
Create a quick news article description of photos events
Identify Academic Language for this lesson (definitions below):
1)Language Demand:
Students will read, write, listen, and speak, and analyze.
2)Language Function:
Students will write what they know about how photographs can be used in news and history
Students will analyze photographs and readings in groups
Students will hold discussion based on their findings and write a small article to accompany their assigned image
Students will read and learn from their peers articles
3)Discourse:
Quickwrite, photographs, reading tertiary sources, maps, news articles
1) Language demands: specific ways that academic language (vocabulary, functions, discourse, syntax) is used by
students to participate in learning tasks through reading, writing, listening and/or speaking to demonstrate their understanding.
2) Language functions: The content and language focus of the learning task represented by the active verbs within the
learning outcome (i.e., analyze, examine, compare/contrast, identify, construct, interpret, describe, justify, evaluate, locate).
3) Discourse: includes the structures of written and oral language, as well as how members of the discipline talk, write, and
participate in knowledge construction. In history/social sciences, discourse (text structures) include expository, narrative, journalistic,
maps and other graphic print materials; presentations of data in text, charts, and graphs; and video and live presentations. Discourse
structures can be at the sentence, paragraph, or symbolic level.
Key vocabulary and phrases:
Description Reflection Purpose Chicano World War II Civil Rights Moratorium Vietnam War Activism Draft Card
Casualties Vocational Blowouts Iconography Feminism Patriarchy Mural Rennaissance Radical Brown Berets
Context of Lesson (what happened previous to lesson and how does this lesson build on that)
In preparation for the Socratic seminar, students have read three texts dealing with the semester-long project topic of race
relations/police relations (see Students will know section above). They have also written an essay on how they would solve these
issues, and have pulled references for use in that essay as well as in this seminar. Students have each gathered news articles and
firsthand accounts from community members involved in the issue, including police officers and activists.
TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Materials/
Note: Technology
A variety of formative
assessments should be
used at key points
throughout the lesson
Get started/Drill/Do Now: (What meaningful activity will students
complete as soon as they enter the classroom?)
3 Observe students
min All students will write how they think photographs can
help tell a story in news/history
Whole Group Instruction: (Focus lessons [explicit
teaching/modeling, strategy demonstration, activate prior
knowledge], shared reading, shared writing, discussion, writing
12 process.)
min Class discussion (if Projector
Teacher gives overview of what a Chicano is, and how necessary for Computer
history led to the Chicano Movement of the mid-20th clarification) Slideshow
Century
Teacher provides steps to analyze photographs and gives
example with Cesar Chavez photo
Teacher models how to make a mini article based around
this photo
Group Practice/Small Group Instruction: (teacher-facilitated
5
group discussion, student or teacher-led collaboration, student
min Listen to Photos for
conferencing, re-teaching or intervention, writing process)
conversations groups
In groups of four, students will analyze a photo using
strategies shown in presentation. They will predict what their
photo shows.
Group Practice/Small Group Instruction: (teacher-facilitated
group discussion, student or teacher-led collaboration, student
Photos
conferencing, re-teaching or intervention, writing process)
27 Observe group work Articles (in
min Groups will be given an article to learn more about the event graphic
in their photo. organizers)
Groups will read and extract main ideas of articles. They can Computers
research further using their phones or class computers. Poster paper
Groups will create a mini article about the event in their
photo including a headline, caption, and summary
Check in with groups
Evaluate Understanding/Assessment: (How will I know if
as they observe the Mini article
5 students have achieved todays objective?)
mini articles posters
min Groups will take a Gallery Walk to view the mini Collect mini article
articles created by other groups. posters
Closing Activities/Summary: (How will I tie up loose ends,
3
reinforce/revisit the objective and connect the lesson to the unit?)
min
Students will return to their quickwrite and add in new Collect quickwrites Quickwrites
knowledge. This can include both knowledge of Posters
photographs as well as Chicano History.
ELL
Strategies/Enrichment/Extension/Re-teaching/Accommodation
s: (How will my lesson satisfy the needs of all learners, including
IEP, 504 plans, and high ability learners?)
Check in with students
Slideshow gives students a visual of what teacher is saying throughout lesson
Maps provide visual assistance Watch for participation
Modeling of product helps students know what is expected Check on students
of them mini articles
Graphic organizer helps students to keep track of what they Check on students
read quickwrites
Observing peers discuss helps to expand on ideas students
might already have, or to formulate new ideas
Having students work in heterogenous groups allows for
them to help each other using their own strengths
Photos provide a visual to help students process text
