Understanding by Design

Curriculum Template

Overview

Unit Name: The Power of Voice and Collective Action: The Delano Grape Strike of 1965
Teacher: Yonsoo Kang_________________________
Subject: American History______________________ Grade: 10th Grade__
Briefly give a narrative overview of the learning unit:
Students will begin exploring and reflecting on their personal identities and how their experiences have shaped who they are today. Cultural and
personal identities will be acknowledged, which sets the foundation to see a classroom as a form of community. Students will have the opportunity
to create their environment, expectations, and norms through a community agreement. The goals are to create safety and structure, a sense of
belonging and self-worth, and encourage self-responsibility.

A community agreement that is consistently upheld will promote ownership of the classroom space and potentially provide a stable foundation to
learn. To connect the past to the present, students will learn about the Delano Grape Strike of 1965 as a means to understand the values of cross-
racial cooperation, solidarity, diversity, justice, and collective action. They will examine the Strikes principle organizers, migrant labor
conditions, and the challenges the different groups faced in their quest of equitable rights. Students will learn and demonstrate critical thinking
skills to propose a plan to change something they care about.

Desired Results
Established Goals:
Students will describe the working conditions faced by the Filipino and Mexican farmworkers and the relationship they had with each other.
Students will understand that identity is complex and shaped by past experiences.
Students will understand the goals of the Delano Grape Strike of 1965 and the overall timeline of the movement.
Students will connect how lessons learned from the Strike can be applied to the classroom.

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 Understanding by Design
Curriculum Template
Understandings: Essential Questions:
Students will understand that diversity can act as an What is needed for very different groups to unite together?
entrance as well as a door. It is not easy to always work What role do students have in shaping their classrooms and schools?
harmoniously but greater things can be achieved with How can the past influence our identities?
teamwork. How can we use other peoples experiences to guide us into making
- know about past social and political movements led by decisions?
people of color that had to struggle for equal rights in the
US.
- show how voice can be a tool for positive change.
- demonstrate that identity is complex and the past has
influence in shaping it.

Assessment Evidence
Performance Tasks: Other Evidence:

Each group of students will complete a large post it sheet that Journal Entries
chooses a social/labor problem (school, community, and world),
write why it matters to them, and come up with a plan for change. Exit tickets

Each group will post their sheet along different parts of the Class participation: Small group & discussions, in-class work.
classroom and then every group will rotate and write
recommendations of what could help or stop their plan. Small group presentations

Individual graded responses

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 Understanding by Design
Curriculum Template

Learning Plan
Day Essential Standard(s) Content Resources/ Learning Activities
Question(s) Materials
1 What does identity Students will learn the definition Markers Icebreaker: Mango game (5
mean to you? How of identity and that its complex. Paper mins) [low risk]
can the past shape Scissors
your identity today? Students will reflect how their Notebooks Journal activity: List 3 positive
personal or family experiences Teachers examples qualities about yourself and
shape who they are. of his identity explain why they make you
unique. (5 mins)
Students will get to know one
another. Handout and go over syllabus.
(15-20 mins)

Introductions and
intersectionality activity (30-40
mins)

Activity: My name is
activity + group share (25 mins)
[medium risk]

Exit ticket: Turn in My name

is activity and tell the teacher
one thing they learned about a
classmate you did not know
before

Homework: Get syllabus signed.

Fill out personal survey to turn it

in tomorrow

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 Understanding by Design
Curriculum Template
2 What does it mean to Students will identify the
be a community? characteristics of a community
How is a classroom and describe how they can exist
like a community? in a classroom.
What role do you see
students play in They will discuss and form their
shaping a classroom? own community agreement,
which highlights their
boundaries, classroom
expectations, and consequences.
Large post-it sheets Journal: Describe your perfect
Markers outfit (5 mins) [Low risk,
Colored paper personal]
Scissors
String Teambuilder: Unequal
Resources Game (30-40 mins)
[Medium to high risk,
teamwork]
Students will list positive and
negative traits/behavior. (5 mins)
- Positives will be undergo
the following questions:
i.e. Respect.
How do you show it? What is it?
Why do you give it? How does
someone earn your respect? (10-
15 mins)
Students will help turn rules of
the class into positive
statements. (20 mins)
i.e. Removing words like: dont,
will not, should not, no.
Exit ticket: Write a list of things
you have a strong opinion about.
(3-5 mins)
Homework: Short essay Pick
one part of your identity and
write about it. What
events/experiences have
influenced you the most? What
is your story?
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 Understanding by Design
Curriculum Template
3 Whats the point of Question the use of learning Journal Journal: Write about a time you
learning history? history and think how the subject Blanket felt unfairly judged and ignored.
What skills should can help them develop skills Candy How did you feel? Did you do
critical thinkers have? useful to a young adult. Markers anything about it? (15 mins)
How can these skills Whiteboard Pair share
help us? Introduce the Claim, Reason,
Evidence (CRE) format. Collect signed community
agreement.

Opening icebreaker: Name game

blanket with prizes (10-15 mins)
[Medium risk, group]

Short discussion on the point of

learning history, skills student
will find useful. i.e. Art of
persuasion.

Speaking Activity: Pick a Side

(20-25 mins)
- Students will move
across the room to pick a
side. Volunteers will
argue why they believe
what they believe.

- Introduce CRE format

into the activity: I
believe because For
example sentence.

Hand out the finalized

community agreements.

Exit Ticket: What time period or

era are you most interested or
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 Understanding by Design
Curriculum Template
4 Can diversity be a Learn the different stories told
source of strength or by those who were part of the
is it a weakness and Delano Grape Strike of 1965.
why?
Learn about the basic timeline of
the labor movement and what
the farm workers were fighting
for.
Examine how elements of the
Delano Grape Strike are very
similar to the classroom.
curious about? (10 mins)
Homework: Student will sign a
copy of the community
agreement and have a parent or
guardian read and sign.
Journal Journal: Would you ever stand
Laptop up for someone who is different
Speakers than you? Why or why not?
YouTube videos
Placards of the Icebreaker: Step In, Step Out (10
timeline mins, 5 mins debrief)
Post-It sheets
Markers Define diversity, solidarity,
Exit Tickets movement, change. (5-10 mins)
Introduce the Delano Grape
Strike of 1965 (30 mins)
Watch video about the Strike (15
mins) while filling out a
worksheet.
- Understand the changes
demanded by
farmworkers and what
they were trying to
improve.
- Identify what barriers the
Filipinos and Mexicans
faced when working
together.
Timeline shuffle of immigration
pattern and history of both
groups. (10-15 mins)
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 Understanding by Design
Curriculum Template
Exit activity: Isang Baksak clap

Exit ticket: What can we learn

from history to help build our
classroom community? What do
you think you can positively
contribute to make our
classroom a better place?
5 How can challenges Learn to ask critical questions Laptops In-class project:
provide through a guided worksheet to Post-It sheets Each group of students will
opportunities? Which plan a solution to a problem at Markers complete a large post-it sheet of
voices are heard and school, the community, or the Guided worksheet a chosen social/labor problem
unheard? And why? world. (school, community, and world).
What is needed for They must write why it matters
collective action? to them, and come up with a list
of demands for change. They
will identify various
actors/groups involved and
summarize different viewpoints
and interests. Then students will
highlight which people they need
support from and why. Finally,
listening students must write
about different problems or
roadblocks other groups may
face and suggest what they
should do to overcome them.