Cesar Chavez

Primary and Secondary Sources

Deborah Soto
 Primary Source
1. Questions that solicit students’ prior knowledge

- What do you know about Robert F.

Kennedy?
- Have you ever heard of a man named Cesar
Chavez?

2. Questions that ask students to analyze and

compare

- What is the main idea of this artifact?

3. Questions that invite students to feel empathy or

relate to the image or the text

- What message was Robert F. Kennedy

representing? How might you feel if you
were Cesar Chavez at that moment?

4. Questions at different levels

- Pretend you are Cesar Chavez, what would

you say to Robert F. Kennedy? Write a short
speech.
https://www.docsteach.org/documents/document/robert-f-kennedy-statement-on-c
esar-chavez-march-10-1968 , March 31, 2020]
Primary Source
1. Questions that solicit students’ prior knowledge

- What do you know about Martin Luther King Jr?

- What does personal sacrifice mean?

2. Questions that ask students to analyze and compare

- What other ways could this artifact(letter) be interpreted?

3. Questions that invite students to feel empathy or relate to the image or the
text

- What significance does this letter have in the global perspective of

farmworkers across America

4. Questions at different levels

- Using the text from the artifact, pretend you are one of the farmworkers
that participated in the movement and write a letter to Martin Luther
King Jr. expressing your thoughts and feelings for his reignition to Cesar
Chavez and his team that you are in hard work.

https://americanexperience.si.edu/historical-eras/post-war-united-states/pair-farm-work
ers-altar-camas-para-suenos/
https://ufw.org/dr-kings-telegram-to-cesar-chavez-during-his-1968-fast-for-nonviolenc
 Primary Source
1. Questions that solicit students’ prior knowledge

- What do you know about tributes?

- Why are televised program videos used to portray people
like Cesar Chavez?

2. Questions that ask students to analyze and compare

- What is the main idea of this video? What information from

the video supports your answer?

3. Questions that invite students to feel empathy or relate to the

image or the text

- What is most compelling to you in this video? Why?

4. Questions at different levels

- Using the information from the video, write a short script to

showcase how Cesar Chavez helped hundreds of lives.

http://recordsofrights.org/records/366/a-tribute-to-cesar-chavez-video
 Primary Source
1. Questions that solicit students’ prior knowledge

- Think back and recall what the meaning of murals or

paintings are.

2. Questions that ask students to analyze and compare

- Can you break down the mural and explain hor it

relates to the farmworker protest movement?
- What things would you have used to enhance Cesar
Chavez mural, or how can you incorporate Dolores
Huerta in it?

3. Questions that invite students to feel empathy or relate to

the image or the text

- How do you know if the text successfully represents the

mural? List some of your reasoning, and explain why it
was important to showcase Cesar Chavez through a
Mural.

4. Questions at different levels

https://moabmc.org/cesar-chavez
Create your own Mural or voice over representing Cesar
Chavez.
Secondary Source

1. Questions that solicit students’ prior knowledge

- What comes to mind when I say the word Chicanos?

- What terms or words do you hear in “el Movimiento”

2. Questions that ask students to analyze and compare

- Give some examples of the many factors that paved the way for
the fusion of the Chicano Movement (United Farm Workers).

3. Questions that invite students to feel empathy or relate to the image

or the text

- Why was this movement so important? How would describe the

importance of it to a friend?

4. Questions at different levels

- In a short paragraph describe the events that might occur if the

Chicano Movement did not happen?

http://depts.washington.edu/civilr/farmwk_ch6.htm
Secondary Source
1. Questions that solicit students’ prior knowledge

- Recall what people get when they have jobs?

- What do you think farm workers would get for
their hard work?

2. Questions that ask students to analyze and compare

- Compare and contrast farmworker wages to

other jobs in the state.
- Analyze and describe how Cesar Chavez used
the Farm Worker Credit Union.

3. Questions that invite students to feel empathy or

relate to the image or the text

- By who was this text portrayed? Give some

reasons why you think they told their story of
knowing Cesar Chavez and the movement?

4. Questions at different levels

- Choose a quote/ text or an image and write a

short summary of the story being told.

https://libraries.ucsd.edu/farmworkermovement/category/commentary/farm
-worker-credit-union-essay-photos/
Secondary Source
1. Questions that solicit students’ prior knowledge

- What do you know about the word Autobiography? If

needed break the word apart.

2. Questions that ask students to analyze and compare

- What is another way chapter Seeds In The Desert can be

interpreted? how does it relate to the outcome of the
movement?
- Pick two to four quotes from the book that stood out to
you and describe how it showcases Cesar Chavez.

3. Questions that invite students to feel empathy or relate to the

image or the text

- How do you think Cesar Chavez would feel when reading

this autobiography? Put yourself in his shoes and
describe the importance of fighting for your rights?

4. Questions at different levels

- Assemble a summary of Cesar Chavez and Dolores file:///Users/deborahsoto/Downloads/Jacques%20E.%20Levy

Huerta using Cesar Chavez Autobiography Of La Causa %20-%20Cesar%20Chavez_%20Autobiography%20of%20La%
and any other sources. 20Causa%20%20-Univ%20Of%20Minnesota%20Press%20(20
07).pdf