Post-War America ‖ The Bracero Program
Goals & Objectives
Students will be able to analyze the role of the Bracero Program on the post-war economy. Students will compare and contrast the post-war immigration of agricultural workers to modern day immigration as demonstrated verbally and in writing.
11.8 Students analyze the economic boom and social transformation of post-World War II America.
11.8.2 Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
How did the immigration of Mexican agricultural workers affect the post-war economy?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5-10 Min
Instructor will provide students with a short clip on the Bracero program. This will provide students with a visual representation of the Bracero program and some of the problems that Mexican immigrants faced when coming to the United States. In addition to that, students will understand the benefits that the American economy received from gaining this source of labor.
Vocabulary (Content Language Development) ‖ Time: 10 Min
The instructor will write the following vocabulary words on the board:
- Wage disparity
Students will copy the vocabulary words from the board and use their books to define them. The instructor will revisit these terms throughout the short lecture and the discussion. The instructor will stress the importance of using these words throughout the discussion.
Content Delivery (Method of Instruction) ‖ Time: 10-15 Min
The instructor will introduce the Bracero Program through a short lecture. The instructor will revisit the vocabulary words throughout the lecture and ensure that students have written down the correct definitions. The instructor will then direct students to the task at hand. The instructor will ask students to form a circle of desks, and will hand out the documents. These documents include a transcript of the Bracero Program bill passed by congress and a series of photos showing life for migrants in the Bracero Program. The instructor will explain to students that they will be close reading a portion of the bill and then discussing the Bracero Program. The instructor will provide another handout with a series of questions that the student will be expected to answer during the discussion.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20-25 Min
Students will participate in a close reading of a portion of the bill discussing the law for providing migrants with proper housing conditions and a sample of a migrant's work contract. Next students will look at the various images that accompany the documents and glance into the living conditions of a migrant worker. The instructor will then direct students into a discussion, asking a open-ended question, "What does the portion of the bill say about living conditions for the Bracero workers?". Students will then take turn answering questions, as the instructor guides and scaffolds as needed. During this time, students will be taking notes on other students answers and providing input when they think the question has not been answered. The instructor will run the discussion and ensure that each question has been answered properly, and will answer questions students may have about the material.
Lesson Closure ‖ Time: 10 Min
The instructor will take this time to wrap up the discussion and answer any questions students have about the topic. The instructor will then ask students to fill out an "exit slip" asking them to list the most interesting thing they learned today and one thing that they would like more clarification on. The instructor will then ask students to turn these in as the bell rings.
Assessments (Formative & Summative)
Formative: The socratic seminar will enable the instructor to ask scaffolding questions and progress-monitoring questions to check for student understanding. The instructor can gauge whether each student understands the material and can take time to ensure that students make sense of the topic and the discussion flows properly.
Summative: The exit slip will help the instructor gauge whether students were paying attention to the material, understood the material and can also help the instructor find out what the students had the most trouble with. This will enable the instructor to figure out what needs to be taught again and what was most interesting for the students.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The instructor will accommodate English Learners, Striving Readers and Resource Students by using the Socratic Seminar as a support system. These students will receive an annotated text for the close reading, enabling them to gain some added understanding with the material. In addition, the instructor will supply the students with the vocabulary definitions, this will enable the students to spend time memorizing the definitions and associating it with the material. During the seminar, these students can take down notes from what advanced students and the instructor say when answering the questions. This can help them gain a greater understanding with the material.
Resources (Books, Websites, Handouts, Materials)
Textbook, Seminar Handout, Primary Documents (Bracero Program Bill, Bracero Worker Contract, Images of Living Conditions), Whiteboard, Youtube video for video clip.