# data[].attributes.body
Tier III: Bracero, exploitation, UFW, anglo, chicano
Their II: farm workers, labor, migrant

# data[].attributes.body
Tier 2:
excrement
amid

Tier 3:
Bracero
freight train
irrigation pumps
beast of burden

# data[].attributes.body
Tier 2:
Tragic, Savage, Migrant, Malnutrition

Tier 3
Braceros, union,

# data[].attributes.body
tier ii
* tragic
*conversion
*unidentified
*employed
*savage
*inflated
*harvester
*malnutrition
*human beings
*beasts of burden
*nurture
*humiliation
*politics
*minority

tier iii
*Braceros
*labor
*union election
*workers
*migrant workers
*labor system
*racism
*chattel
*exploit/exploitation
*empower
*voter registration
*racial discrimination
*War on Poverty

# data[].attributes.body
Tier III:
- bracero
- migrant
- minority
- chicano
- anglo

Tier II:
- union
- exploitation
- labor

# data[].attributes.body
tier 2: bodies, labor system, racism
tier 3: migrant, urban, bracero

# data[].attributes.body
Gaby
Tier 2:
overthrow
discrimination
politics
Tier 3:
bracero
migrant
worker

# data[].attributes.body
Tier 2:
inflated
implements
exploit

Tier 3
Braceros
Union
migrant workers

# data[].attributes.body
Teir 3
-Bracero
-Migrant
-United Farm Workers(UFW)
-Injustice
-Union

# data[].attributes.body
tier 2- imfamy, migrant, excrement
tier 3-malnutrition, exploitation, conditions-beneath, rage-emotions, braceros, United Farm Workers

# data[].attributes.body
Tier 2: labor, agricultural
Tier 3: racial discrimination, harvester, injustice

# data[].attributes.body
(Shellie)

Tier 3: agricultural; migrant; union; organize; exploit; racism; shame

# data[].attributes.body
Tier II: government agency, tunnel vision, excrement,
Tier III: braceros, United Farm Workers, union,

# data[].attributes.body
tier 2: conversion, savage, irrigation, organizing, flourished

tier 3: bracero, inflated prices

# data[].attributes.body
Tier II paralleling , exploitation, racial
discrimination, injustice

Tier III  Braceros, union (UFW) organizing, migrant workers,

# data[].attributes.body
Tier II: paralleling, conversion, inflated
Tier III: Bracero, migrant workers, United Farm Workers, child labor

# data[].attributes.body
Tier II:
-converted
-farm workers

Tier III:
-imported
-tunnel vision
-migrant
-agricultural implements
-exploit

# data[].attributes.body
Tier 2:
paralleling
conversion
excrement
irrigation
gnaw
mortality rate
implements
inflated prices

Tier 3:
Bracero
grower
labor system
chattel
Anglo
organizing
discrimination
social movement
union
War on Poverty

# data[].attributes.body
Tier 2: Anglo, organizing, excrement
Tier 3: Bracero, unions,  Chicano, migrant, child labor

# data[].attributes.headline
Tier III Words: government agency, inflated prices, union, labor system, exploitation

# data[].attributes.subject
Tier III Words: government agency, inflated prices, union, labor system, exploitation

# data[].attributes.body
tier 2: paralleling, conversion, amid, gnaw, savage, excrement,

tier 3: Bracero, government agency, employed, inflated, irrigation, state-conducted, union election, infant mortality

# data[].attributes.body
Tier I :
Paralleling
tragic
Conversion
"tunnel vision"
savage conditions
amid
inflated prices

Tier II:
Bracero
irrigation pumps
state conducted
union elections
infant mortality
chattel
expoitation

# data[].attributes.body
Tier II: inflated, mortality, chattel, exploit / exploitation, assert, irrigation
Tier III: Braceros, union, Commonwealth

# data[].attributes.body
Tier II: malnutrition, implements, chattel, exploitation
Tier III: Bracero, migrant, organizing

# data[].attributes.body
Tier II: inflated, tunnel vision
Tier III: Bracero, migrant, United Farm Workers/UFW, injustice, child labor, exploit

# data[].attributes.body
Tier III: Bracero, exploitation, UFW,
Their II: farm workers,

# data[].attributes.body
Tier III: organize, union, migrant
Tier II:  exploit, child labor, vicious, conditions

# data[].attributes.body
Knowledge: Info on Chavez, reasoning behind the opening story, context of the region, context of the times, child labor laws implemented before 1984
Meaning: inequality, racism, class differences
Tier II: experience, organize
Tier III: Bracero, child labor, racial discrimination

# data[].attributes.body
Language: chattel, excrement, beasts of burden
Structure: speech, rhetorical questions
Meaning: racism, discrimination
Knowledge: inflated prices, Braceros, United Farm Workers, War on Poverty

# data[].attributes.body
Structure: Shift from speaking on issue to speaking about personal experience is sudden.

Knowledge: Bracero, unions, issues/oppressions faced by farm laborers

# data[].attributes.body
Meaning: The oppression of Mexican American and Migrant farm workers as well as the historical struggle taken upon them.

Language: Written in English. Vocab-Union, Bill of Rights, exploitation

Structure: Short paragraphs, well spaced out.

Knowledge: Braceros, History of the UFW

# data[].attributes.body
Tier II
Exploit, Organize, Farm Workers

Tier III
Union

Knowledge - histories of civil rights, organizing, unions
Structure - no marked demarcations of sections (e.g. subheaders)
Language - Vocab words
Meaning - goals / audience?

# data[].attributes.body
knowledge: background on Bracera program, the larger Chicanx movement, the UFW movement, historical context as a social movement alongside and with other freedom struggles, background on Cesar Chavez and his legacy.

Structure: genre (speech), audience (what is the Commonwealth Club of CA?)

Language: figurative language, rhetorical strategies

# data[].attributes.body
Meaning: situating the identities invoked (Chicano, Bracero, farm workers) in a historical context.
Knowledge: specific places and phenomena, such as unionism, civil rights, Salinas, UFW, San Jose, etc.
Structure: understanding what type of text this is (address/speech) and why that is important.

Tier 2: racism, crops, minority, injustice, overthrow, farm

Tier 3: exploit/exploitation, agricultural, union, election, War on Poverty, UFW, labor system, Bracero

# data[].attributes.body
Knowledge:
- how unions work, cesar chavez, context on 1984, immigrant workers in the US,
Language:
- bracero
Meaning:
- goal, actionable item
Structure:
- personal narrative view, I statements

# data[].attributes.body
Having background knowledge of the issue.
What do the numbers mean?

Meaning:
Understanding vocabulary
Understanding tone and imagery
(ex. What is tunnel vision?)
What is speaker's purpose of this text?
How do students relate to the numbers in terms of picturing quantity
Learning more of migrant farmers

Structure:  Fragmented, easy sentences

# data[].attributes.body
Meaning:
structure: Sentences are mostly direct and not very long. Paragraphs are short. Speech!!
language: Vocabulary (ex: life expectancy, overthrow, flourish ). figurative language (ex: Vicious rats gnaw on them as they sleep.)
knowledge: Cesar Chavez, United Farm Workers, historical context, political context

# data[].attributes.body
(Shellie)

Meaning:
-"tomatoe fields which use the most modern farm technology" (layers of meaning)

Language:
-"Braceros" (regional dialect)

Structure:
-repetition of "How..?" (text structure)

Knowledge:
-"U.S. Highway 101 near Salinas" (knowledge of location/local area)

# data[].attributes.body
Meaning: Can be difficult as students are not given an explicit purpose / meaning behind this text; it demands them to be critical & think deeply about what the text is trying to convey and why they are reading it in the first place.
Language: Vocabulary, sentence length and sentence structure can all pose as a roadblock to some students (e.g. "Braceros" and non-defining clauses)

# data[].attributes.body
Language

# data[].attributes.body
Meaning: the weight of being a person of color, specifically a migrant farm worker or a family member of one. Encouraging people to take action to liberate these people
Structure: pretty short "paragraphs" - tend to be only 1-3 sentences. Easier to digest this way, especially for 7th graders.
Language: Sentences are pretty short and clear, not much figurative language, pretty straight forward.
Knowledge: I don't know if 7th graders know much about organizing or unions, so the last page/part of the speech may be harder to understand. Probably need some context/background knowledge on unions. Some other words/phrases 7th graders might not know: Braceros, tunnel vision, infant mortality, agricultural implements

# data[].attributes.body
Meaning:
Needed: An understanding of who Cesar Chavez and the UFW are, what was going on more broadly in history at this time
Language:

Vocab:

TIER III: Bracero

TIER II: “Tunnel” vision

Idiom

TIER II: Savage / vicious

This also builds on tone, purpose, rhetoric

TIER II: Inflated prices

TIER III: Child labor

TIER III: life expectancy

TIER II?: agricultural implements

TIER II?: Beasts of burden

TIER III: Chattel

also, metaphorically used

TIER III: Anglo.

TIER II: Humiliation.

TIER II: Condemned

TIER II: Exploit

Grammar: colons

“All my life, I have been driven by one dream, one goal, one vision: To overthrow a farm labor system in this nation which treats farm workers as if they were not important human beings.”

Structure:

Persuasive speech

“tomatoe fields which use the most modern farm technology.”

Rhetorically, placed in a way that draws a juxtaposition, but isn’t obvious about it

Rhetorical questions

Knowledge:

Migrant workers

"state-conducted union elections" / unions

Math literacy:

30 percent

25 percent

Infant mortality rate / Malnutrition / mortality rate

Racism

Civil Rights history

“in an era when Black Americans were just beginning to assert their civil rights and when political awareness among Hispanics was almost non-existent.”

the Bill of Rights.

the War on Poverty.

# data[].attributes.body
Structure: understanding where this argument is headed (why he is talking about a car crash one moment and then life expectancy the next), being able to see the three overarching chunks, how footnotes work
Knowledge: context about when 1984 was, how unions work/what organize means in this context, Bracero program, the Civil Right movement, geography of Salinas/CA/Mexico, that child labor is illegal, how to compare mortality rates (what does 25% more mean)
Language: vocabulary like Bracero, excrement, chattel, exploit, infamy; noticing the use of "imported" to emphasize the dehumanization
Meaning: that this is a speech (who are the Commonwealth Club? would it be an audience he has to convince? or just celebrating successes?) What is the point he is trying to make?

# data[].attributes.body
Meaning: highlights the importance of organizing efforts, implications of being a migrant worker
Structure: narrative, written in first person
Language: There are some vocabulary terms that may be difficult for students to comprehend.
Knowledge: location, time period, Bracero Program, who Cesar Chavez is, civil rights, unions

# data[].attributes.body
Meaning:
- understand the positionally of farm workers
-Cesar Chavez
- UFW Unions, organization
-Migrant workers

Knowledge:
-the abject conditions of many California farm workers
Structure: narrative, speech
Language:
-understanding who Cesar Chavez was + civil rights

# data[].attributes.body
meaning: "tunnel vision -> what are they actually saying? there are technically three layers: the Braceros case, the broad concept of farm workers, and Cesar Chavez + UFW
language: Longer sentences than they might be used to, inclusion of rhetorical questions (intent of the rhetorical questions)
structure: Transition from the case to broader terms, then the connection to Chavez himself and the questions knowledge: geographical (where is Salinas/101), who is Chavez, what is a union/UFW

Tier II: converted, excrement, malnutrition, exploit, empower, condemn, infamy

Tier III: union,  agricultural implements, chattel, Bracero, social movement, War on Poverty

# data[].attributes.body
Meaning: The reality of lived experiences for farm workers and the importance of organizing in empowering Chicano people.
Knowledge: the Bracero program in CA, history/purpose of unions,
Structure: attention, problem, solution, visualization, action
Language: some words might need explanation/historical context, use of repetition and rhetorical devices

# data[].attributes.body
Meaning: historical implications, the importance of the address

Structure: length, lots of points being made one after another,

Language: vocab, figurative language

knowledge: math concepts to understand the data given, the UFW, history of labor, labor laws

Vocab:
Tier 2:converted, exploit, organizing
Tier 3:Braceros, migrant worker, union

# data[].attributes.body
Language: organizing, government agency, irrigation pumps, agricultural implements, organizing, child labor, union, malnutrition
Structure:
Knowledge: purpose of unions, bracero program, Cesar Chavez,

# data[].attributes.body
Structure: The format is fragmented into a bullet point type of narrative.
language: using language that have been associated with different eras and rhetorics that allude to dehumanization.
Knowledge: Schemas that relate to social injustices and civil rights.
Meaning: connects to the dehumanization of specific events and specific groups.

# data[].attributes.body
meaning: has meaning to those who might have personal meaning to struggling or resisting or seeing their parents labor being exploited and being angry
structure: Speech
language:
tier 2: nurtured, humiliation, condemned, savage, malnutrition
tier 3: union, exploit, organizing
knowledge: the braceros, union, United Farm Workers, Commonwealth Club of Cali, Cesear Chavez

# data[].attributes.body
Meaning: The text immediately jumps into descriptions of workers' conditions and initially allows students to infer Chavez' goal to make sense of these examples before he provides his call to action. Students can also apply the meaning of this text to continuing conditions and consider the significance of the text during the time it was written and today.
Structure: The text is organized in a way that first introduces examples of working conditions and then reveals Chavez' call to action. It furthermore layers general experiences and examples with Chavez' own personal experiences and dream of change.
Knowledge: Students can apply background knowledge surrounding who Cesar Chavez is, rural working conditions, unions, and more.
Language: Words and sentences vary in both length and complexity.

Tier 2 words: excrement, implements, exploit
Tier 3 words: Bracero, inflated, union

# data[].attributes.body
meaning: the elaboration on Chavez's dream may be confusing to students because he uses "It" to refer back to the dream
knowledge: what unions are and the purpose of organizing, how migrant workers are treated, who Cesar Chavez is, Bill of Rights
purpose:
language: hand-outs, infamy,   Braceros
chattel

2nd Tier Words: inflated, exploit, condemn, infamy

3rd Tier Words: organize/organizing, discrimination, union, hand-outs, Bracero

# data[].attributes.body
Meaning:
-audience
-lived experience

Knowledge:
-some California history and geography
-what a union is (history of organizing and labor laws)
-migrant workers/migration
-Bracero

Structure:
-anecdote

Language: the difference between 25% higher and 10 times higher (just the way we use these numbers to understand proportions and statistics)

# data[].attributes.body
Meaning: Deciphering the purpose of this speech. Identifying the rhetorical questions and what their implied answers are.

Knowledge: Knowledge of the context, of who Chavez is, of what this was in response to.

Structure: Occasionally, Chavez swaps from one talking point to another, and if one were to miss the transition or not make the connection as to how the topics are related, that might make this piece difficult to follow.

Language: There's some terms that stem from his background, so this and knowledge are connected. For instance, 'Bracero,' etc. Using context clues may help. You may not know exactly what a 'Bracero' is, but you might be able to get the gist.

# data[].attributes.body
Meaning:
Language:
Knowledge:
-define Bracero
-give a quick bio about Cesar Chavez
Structure:

# data[].attributes.body
language. There are a lot of words I'm not sure all students will know. Without knowledge of the words it makes it hard to understand the context. There is also some data that I don't think students will have the vocabulary to interpret.

# data[].attributes.body
Meaning:
- empower organizing efforts, power of organizing, celebration, continue the fight
Knowledge:
- Cesar Chavez, braceros, california history, history of mexican migrants, farm workers and their rights and working conditions historically, civil rights, bill of rights, what unions are
Structure:
- a speech, small parts of text, emotional
Language:
- farm workers, poverty, migrant, child labor, unions, organization

# data[].attributes.body
Meaning: to understand experience
Knowledge: time period, Northern
& Southern California, Cesar Chavez, Braceros, migrant farm workers
Structure: narrative
Language: unfamiliar terms, figurative language
Tier II: union, injustice, poverty, racism
Tier III: migrant, malnutrition, Bracero, chattel

# data[].attributes.body
meaning: empower, inform, connect, represent, create change, organize, celebrate, pride, justice, community, care, love, overcome oppression, importance of unions
knowledge: Cesar Chavez history and advocacy, location,  time period/political and social context, migrant, immigration, history of child labor, activism/protest, field work, labor, labor rights, civil rights, Braceros
structure: speech, short paragraphs that can be connected and also independent, sentences that don't fit sentence constructs the way they are normally taught, spoken vs written English and reading vs listening,
language: union, Braceros, UFW, War on poverty,

# data[].attributes.body
knowledge- WHAT was the specific [location/time period/history/frame of reference] regarding... CA, Cesar Chavez, migrant farming industry+implications, Indigenous history, Immigrant history? WHERE/WHEN was this speech was given? WHO were his audiences?

meaning- WHAT is(are) Chavez's central point(s)? WHY did he give this speech? WHAT was his purpose/were his intended impacts? HOW were these initially received by his audience vs. how are they received now?

TIER II VOCAB: inflated, mortality, unionizing, Anglo, infamy

structure- HOW did Chavez organize his speech? WHAT are the commonly used organizational systems for organizing a "thesis" (a work that makes an argument,  i.e. Chavez's speech)

language- HOW did Chavez DELIVER his speech? What languages did he engage during the [development, drafts, planning, delivery] of this speech? Is there evidence [interviews, letters, photographs, video] out there of this process? HOW did his audience PERCEIVE/REACT to the speech?

# data[].attributes.body
Meaning: audience of this speech, the purpose of the speech, events that led up to this,
Knowledge: knowledge on Braceros, field workers/field workers rights (or lack of), migrant workers, Cesar Chavez, UFW, Salinas as an agricultural town, union strikes
Structure: speech, narrative
Language: exploitation, organizing, unionizing, "tunnel" vision

# data[].attributes.body
meaning: what is the purpose of this text? Is it only important for farm workers to know this history? What was the context of this speech? Who is it addressed to?

knowledge: who is cesar chaves, who is the UFW, what is a chicano? what was the bracero program?

language: organizing, unionizing, Anglo, abuse and exploitation

structure: narrative

# data[].attributes.body
Knowledge: needing to know who Cesar Chavez is, the bracero program, what organizing involves, knowledge on the labor & conditions of farm work

Structure: public speech

Meaning: figuring out/predicting the purpose of this speech. What "embarrassment" refers to

Language: "agricultural implements"? "beasts of burden"

# data[].attributes.body
Language:
-context specific: Salinas, Bracero
-complex or unfamiliar: infant mortality, malnutrition, implements, chattel
Structure:
-features of the speech genre, like rhetorical questions
Knowledge:
-background for the context of the speech: who was Cesar Chavez? what is a union and what does it do?
Meaning:
-largely seems straightforward
-maybe more challenging to understand the last few paragraphs about why the UFW is "more than a union" - what is Chavez trying to say about the UFW? about unions?
-and what would be the counterarguments/what would Chavez's opponents say, and how is he responding to/preempting them?

# data[].attributes.body
Knowledge: students might need background knowledge on unions / political organizing / civil rights movement / who was Caesar Chavez and what were the struggles of the farm workers?
-map of California

Meaning: It is a heavy subject and I think having background knowledge on the civil rights movement and Caesar Chavez would help

Structure: I think the structure of a speech is nice and accessible--it is personal, not abstract and names specific grievances that students can grasp

Language:  terms to define: Bracero
tunnel vision
chattel
exploit
urban vs. rural

# data[].attributes.body
meaning: Being a migrant worker and the importance of organizing both urban and rural workers for fair rights.
knowledge: California history, implicit racism and bias.
language: Some words might be difficult to understand in context,(implements, excrement, exploit, malnutrition)
structure: A speech, narrative

# data[].attributes.body
meaning: importance of understanding
Knowledge: knowing about the bracero program, the bill of rights, history of farm worker's civil rights
Language: some vocabulary words: implementation, inflation,
Structure: starts with a narrative, then a description
3 Terms: bracero, UFW, Chicano
2 terms: organizing, rights, union

# data[].attributes.body
knowledge:
* social movements
*context behind worker unions + migration
*farming
*maps

meaning:
*identity and connection to own positionally related to the text (how do you relate or not relate to this text. what does that indicate?)
*injustice/oppression
*racialization + capitalism

structure:
*purpose behind this text
*what type of text is this?
*when was it written?
*how is it organized?
*audience?

language:
*wording? intentions behind words?
*is this metaphorical or is it retelling truths/stories?

# data[].attributes.body
knowledge: background on worker's conditions, specific facts/figures, incidents, details on living situations

meaning: the way his consciousness grew  from these surroundings, organizing grew from lived experience, and shared lived experience

structure: speech (is rhetoric/rhythm  here?)

language: rhetoric: use of repetition, "it grew, it grew..." , rhythm to text  uplifting tone , switch 1st person to 3 plural (i --> we)

# data[].attributes.body
Vocabulary:
Tier 2: imported, freight train, tunnel vision, conversion, unidentified, savage, excrement, vicious
Tier 3: Bracero, harvesters, malnutrition, agricultural implements, racism, Chicano, union

Meaning: the weight of what he's saying (students may not be exposed to texts that show this level of injustice so explicitly -- important to learn how to navigate that and understand)

Structure: I didn't think it was too difficult to understand

Language: uses some words that students might not know, have to use context clues to understand (Braceros, excrement, agricultural implements, etc.)

Knowledge: students might not know the context of what he's addressing, especially if they didn't grow up in California (history of migrant farm workers in CA)

# data[].attributes.body
Meaning:
- implications of being a migrant (why so many work on farms as opposed to in other jobs)
- concept of labor, worker's rights, etc.
- significance of political actions and achievements (voter's rights, citizenship, etc.)
- who is the target audience?

Structure:
- speech
- narrative
- 1st person, personal

Knowledge:
- geography
- history of racism and prejudice against migrants
- history of labor movements and organizations
- Bill of Rights

Language:
- figurative language ("beast of burden", "tunnel-vision")
- challenging vocabulary (ex. exploitation, mortality, malnutrition, irrigation)