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Overview and Rationale:
The purpose of this unit is to guide students in exploring why so many immigrants came to the United States in the 1940's. Students will acknowledge that the United States invited many of them to work in the agricultural labor contracts as the Bracero Program. Students will also examine how many Mexicans came to the United States, why they wanted immigrants, working conditions, and how many stayed in the United States after the labor law. Students will engage in research and write an informative piece about their findings with supporting evidence. Finally, students will try and interview people that were part of the Bracero program (grandparents, great grandparents, family). This unit is important because students need to understand that the United Stated Government changed the demographics of Southern California with the Bracero Program.

Overarching Question:
Why did many Mexican immigrants migrate to the United States in the early 1940s?

Inquiry Question:
Was the Bracero Program an exploitation of Mexican laborers or an opportunity for them?

Supporting Questions:
What was the Bracero Program?
How many immigrants migrated to the United States?
Why did the government chose immigrant workers over citizen workers?
What were the workers working conditions?
What happened after the program finished?

History-Social Science Content:

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Standards, Disciplines, Skills and Concepts:

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Standards, Disciplines, Skills and Concepts:

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California History-Social Science Standards &
Sub-Standards this plan will address:

3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
3. Trace why their community was established, how individuals and families
contributed to its founding and development, and how the community
has changed over time, drawing on maps, photographs, oral histories,
letters, newspapers, and other primary sources.

Key Disciplines this plan will address:

Immigration

History

Historical and Social Science Analysis Skills and
21st Century skills this plan will address.

Students will correctly identify different their local regions, countries, and continents to see the migration of immigrants around the world.

Students differentiate between primary and secondary sources

Students pose relevant questions about historical documents, historical events, photographs, maps, and artwork.

Students orally collaborating to summarize key events using academic vocabulary.

Students gather information about the Bracero program and form an evidence based informational essay on how the program made a difference in California communities.

Key Social Studies Concepts this plan will address:

Immigration

Estimated number of class periods:

5

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Specific standards from the California Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects:

Reading Informational Text:
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RF.3.4a Read on-level text with purpose and understanding.
RI.3.6 Distinguish their own point of view from that of the author of a text.
Distinguish their own point of view from that of the author of a text.

As the teacher reads information on the Bracero Program students will ask questions and encourage students to pose their own questions about the information. Teacher will guide students in identifying the main events of the Bracero Program and why the United States choose immigrants to work in their country. In addition, the teacher will guide students in identifying the main events to support how the Bracero Program changed the demographics of California.

Speaking and Listening:
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.

The teacher will promote collaborative conversations throughout the unit, as students examine primary sources and address the inquiry question. For example, the teacher shows photos of workers working during the Bracero Program and students can discuss their opinions of the working conditions of the immigrants. In addition, the teacher will guide discussions and provide opportunities for students to think-pair-share about the events of the Bracero Program.

Writing:
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.b Develop the topic with facts, definitions, and details.
W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.d Provide a sense of closure.

After different sources about the Bracero Program and discussing their ideas, students will provide a written essay to respond to the inquiry questions, supporting their ideas about why the United States chose Mexican immigrates to work during the agricultural labor laws and how it has affected out demographics in California.

Specific standards from the California English Language Development Standards

Part I: Interacting in Meaningful Ways
A. Collaborative
3. Offering and supporting opinions and negotiating with others in communicative exchanges

The teacher will support ELD students by having guiding questions to form their opinions and facts about the unit.

B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts

Teacher will support active listening by checking for comprehension and main idea of the text.

C. Productive
10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

As students engage in collaborative conversations, the teacher will support ELD students by guiding students with appropriate questions, modeling frequently used phrases, sentence starters, and defining vocabulary in a meaningful way. to help with their literary and informational text essay.

Part II: Learning about how English Works
B. Expanding and Enriching Ideas
3. Using verbs and verb phrases
4. Using nouns and noun phrases
5. Modifying to add details

The teacher will support active listening by asking students to notice detail about the main idea.

California State Standards in the Visual and Performing Arts:
2.3 Paint or draw a landscape, seascape, or Cityscape that shows the illusion of space.

The teacher will present different photos of immigrants working during the agricultural labor laws. Students will draw and paint a landscape of the working fields

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Culturally Diverse Perspectives and Culturally Responsive Pedagogy

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Culturally Diverse Perspectives and Culturally Responsive Pedagogy

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How the activities in this unit incorporate culturally diverse perspectives or
embody culturally responsive pedagogy
There is a culturally diverse perspective and embodied culturally responsive pedagogy throughout the unit. The inquiry task centers on the Bracero Program in the 1940s. The program resolves around millions of Mexican immigrants who came to the United States under a Agricultural Labor Law. Students will acknowledge that many came to work but stayed to live in the U.S. which changed the demographics of California. The government needed these workers because of a high demand of work needed.

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Introduction:
The teacher will post images of workers working in the fields during the Bracero Program around the room. In their small groups, students will:
Look at each of the pictures and under each picture, write words that they think of when looking at them.
Students will circulate the "gallery" in small groups, viewing the images and posting words or comments describing what they see. Students must present words when finished circulating the galleries. Teacher will guide students to have collaborative discussion about what they see in the images.

Teacher will then explain to students what they will be learning about the Bracero Program and how Mexican immigrants came to California.

Students will also have to investigate to find out and answer the Inquiry Question with evidence. Question: " "Braceros- A Program Brought Mexican Workers to the U.S. in 1940s and 1950s"

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Using Literature:
The teacher will read, "Braceros- A Program Brought Mexican Workers to the U.S. in 1940s and 1950s" the the class. The non-fiction story is based on the program and why Mexican workers were brought to the United States. Students will annotate the text and define words as a class. As a class, students and teacher will create a vocabulary chart with unfamiliar words.

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Teacher will introduce writing prompt:

Was the Bracero Program an exploitation of Mexican laborers or an opportunity for them?

Students must use sources provided, vocabulary such as exploitation and opportunity, and give their argument. After introducing the prompt, students will engage in a activity to further define exploitation and opportunity. For example:

Exploitation (noun): The action of treating someone unfairly in order to benefit from their work.
Synonyms: Abuse

Opportunity: (noun) A set of things that makes it possible to do something.
Synonyms: Chance, possibility.

After discussion definition, students must fill out a chart to further their understanding of exploitation and opportunity. For example:

Doing chores:
Exploitation:

Being forced to do work that parents don't want to do.

Not getting paid.

Opportunity:

Learning skills to become a responsible adult

Getting paid in a place to live and food to eat.

Other examples include:
Homework, Bracero Program, School work, etc.

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Students will then begin to organize their opinions on paper. They must create three reasons and evidence from the text. This will be their brainstorm of the written opinion paper.
A graphic organizer will be provided where students can gather their 3 quotes from the text to support their inquiry question. (one day)

After students collect data, they must write a well organized essay including an introduction, 3 reasons based off their opinion,  a concluding statement and transition words. (broken up into different days)

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Visual Art:
After students submit their written piece, students will draw and paint a landscape from the fields of agriculture.  Their objective is to be able to identify the illusion of space.

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Interview:

As an optional task, students may interview family members such as grandparents, great grandparents, and family member to see if any of their family members were part of the Bracero Program. In addition, students will share and discuss with other students about their finding.

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Introducing the Inquiry
1. (Day 1) The teacher will post images of workers working in the fields during the Bracero Program around the room. In their small groups, students will:
Look at each of the pictures and under each picture, write words that they think of when looking at them.
Students will circulate the "gallery" in small groups, viewing the images and posting words or comments describing what they see. Students must present words when finished circulating the galleries. Teacher will guide students to have collaborative discussion about what they see in the images.

Teacher will then explain to students what they will be learning about the Bracero Program and how Mexican immigrants came to California.

Students will also have to investigate to find out and answer the Inquiry Question with evidence. Question: Was the Bracero Program an exploitation of Mexican laborers or an opportunity for them?

2. (Day 1)After reading the inquiry questions, students will define unknown words such as Exploitation and opportunities.
-There will be a vocabulary graphic organizer

3. (Day 1)Students will read, " "Braceros- A Program Brought Mexican Workers to the U.S. in 1940s and 1950s" and annotate. Students will be annotating to the inquiry question: Was the Bracero Program an exploitation of Mexican laborers or an opportunity for them? (students will write the inquiry question at the top of their resource papers)

4. (Day 2) After students annotate, students will receive a graphic organizer where they are able to organize their opinions on the bracero program. They will be able to pull their quotes from source 1 onto their papers and give further information on their opnions.

5. (Day 2) Students will go back to the inquiry question and begin writing the introduction and paragraph 1 (quote 1)

6. (Day 3) Students will continue writing body paragraphs 3-5 which contain quote 2 and 3.

7. (Day 4) Students will write the conclusion paragraph, edit, revise work.

8. (Day 5) After students submit their written piece, students will draw and paint a landscape from the fields of agriculture.  Their objective is to be able to identify the illusion of space

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Culminating the Unit
Students will create a podcast where students will be paired in partners. Students will work together to think of 4-7 questions of the Bracero Program. Students will write one question on one sticky note. They will rearrange the order of questions in sequential order. (Sticky notes will be easy for them to rearrange questions in a order that makes sense). After conducting questions, students will decide who will be the interviewer and the interviewee. After recording, students may present to class or other students at school.

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5 Paragraph essay based off Inquiry Question:
Student Outcomes: Students outcomes are expected to write an argumentative/opinion paper about: Was the Bracero Program an exploitation of Mexican laborers or an opportunity for them?
Evidence:
Claim-Claim is insightful and clear and takes a position on the central question. Claim gives one clear general reason for the position.
Formatting: Evidence is directly cited using quotation marks.
Evidence: Evidence is concise, accurate, well-chosen, and specific. Evidence
clearly supports the claim.
Commentary: The commentary sentences clearly explain the evidence’s significance and/or how it supports the claim. Commentary shows interpretation or insight that reader sees in the evidence by explicitly “unpacking” it. Commentary elaboration is appropriate to writing task.
Conclusion: Conclusion clearly restates the claim. Concluding sentence includes a convincing so what.

Culminating Activity:
Were students able to identify key events of the Bracero Program? Were they able to retell the event, by presenting a podcast with their partners.

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