Art Component:
Mr. Harney’s class will develop a timeline of the events that we have been studying. This will include major influxes of immigration to California, the important events in agriculture before the start of the movement, the beginnings of the different agricultural movements, important figures, the progress of the movement, and its eventual culmination and the rights that the agricultural workers had achieved. Along the timeline, students will also include important dates and events that occur alongside the agricultural movement, so as to put things in context of the United States during the 1960s.
Mrs. Hinojosa's class will be creating posters that have pictures, which are identified only by Spanish words. The posters will demonstrate an understanding of the migrant labor movement and its place in today's society. This will be shown in their ability to connect the art on their posters with the concepts learned in class. Spanish vocabulary will also be assessed on the poster.
Mr. Oliver's class will have multiple opportunities for their art component. First, the students will be asked to compose a poem about the movement after having read the original poems by the artists from the movement. After they do this, the students will get together with other students and create a poster in the same theme as the unit. They will create a visual representation of the representation, and they will include each one of their poems and a poem by a member of the movement that they felt best expresses their view of the topic.
Mrs. Hinojosa's class will be creating posters that have pictures, which are identified only by Spanish words. The posters will demonstrate an understanding of the migrant labor movement and its place in today's society. This will be shown in their ability to connect the art on their posters with the concepts learned in class. Spanish vocabulary will also be assessed on the poster.
Mr. Oliver's class will have multiple opportunities for their art component. First, the students will be asked to compose a poem about the movement after having read the original poems by the artists from the movement. After they do this, the students will get together with other students and create a poster in the same theme as the unit. They will create a visual representation of the representation, and they will include each one of their poems and a poem by a member of the movement that they felt best expresses their view of the topic.