Latinos, and Chicanos Famous Hispanics, Biographies...

Biographies ofFamous Hispanics,Latinos, and Chicanos

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In Partnership with the Denver Public Schools

and the Metropolitan State College of Denver

Biographies of Famous Hispanics,Latinos, and ChicanosBy Kristina Riley

Grade 3

Implementation Timefor Unit of Study: 4 weeks

Goals 2000 - Partnerships forEducating Colorado StudentsEl Alma de la Raza Curriculumand Teacher Training Project

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Loyola A. Martinez, Project Director

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IntroductionThe objective of this unit is to introduce students to the contributions of famous Hispanic/Latino/Chicano peoplein order to develop awareness of Hispanic culture. It aims to increase awareness of Hispanic culture among allstudents and, for Hispanic students, to build pride in their culture and heritage. It is hoped that this unit will helpcreate a bridge between the various cultures in schools and build self-esteem in students of Hispanic descent.

This unit provides students with the opportunity to learn about five people of Hispanic descent and the impor-tant contributions they have made to society. The five individuals suggested are: Cesar Chavez, Simon Bolivar,Selena, Diego Rivera, and Ellen Ochoa. Each person was chosen because of the significance of their achieve-ments.

Each student will participate in a small group that researches one famous person. Then students will individuallywrite biographies of the specific person they studied. Each group will collectively present their reports to theclass, teaching the rest of the students about the famous person they researched.

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About the AuthorKristina Riley received her Masters in Education from the University of Colorado at Denver, specializing inbilingual education. Her Bachelor of Arts degree is in Spanish from the University of Oregon. She has traveledthrough Europe and Mexico and has lived for a time in Seville, Spain. Her work with Hispanic children in twoDenver area schools has given her an appreciation of the impact that noble and heroic Hispanic role models canhave on children’s lives. She currently works as a third grade bilingual teacher in Denver, Colorado.

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Standards Addressed by this UnitGeography

Standard 1 Students know how to use and construct maps and other geographic tools to locate and derive information aboutpeople, places and environments.

History

Standard 1 Students understand the chronological organization of history and know how to organizeevents and people in the major eras to identify and explain historical relationships.

Standard 2 Students know how to use the processes and resources of historical inquiry.

Standard 3 Students understand that societies are diverse and have changed over time.

Standard 4 Students understand how science, technology and economic activity have developed,changed and affected societies throughout history.

Standard 5 Students understand political institutions and theories that have developed and changedover time.

Standard 6 Students know that religious and philosophical ideas have been powerful forces through-out history.

Reading and Writing

Standard 1 Students read and understand a variety of materials.

Standard 2 Students write and speak for a variety of purposes and audiences.

Standard 3 Students write and speak using formal grammar, usage, sentence structure, punctuation,capitalization, and spelling.

Standard 5 Students read to locate, select, evaluate, and make use of relevant information from a vari-ety of media, reference, and technological sources.

Standard 7 Students use appropriate technologies to extend comprehension and communication skillsin reading, writing, speaking, listening and viewing.

McREL Planning for LearningSeptember 1997

Unit Title: Biographies of Famous Hispanics/Latinos/ChicanosGrade Three

Page1

What will students be learning? What will be done to help students learn this?

Benchmark Specifics InstructionalStrategies

StudentActivities

Resources/Materials

Students will make connec-tions between prior knowl-edge and what they need toknow about a topic beforereading about it.

Students will identify what theyknow and what they want toknow about the famous Hispanicthey have been assigned.

Utilize a KWL to as-sess prior knowl-edge and areas ofinterest to guide in-struction.

Each student willfill in the “K” and“W” of a KWL. Theywill list what theyalready know andwhat they want tolearn about their as-signed person.

Copies of KWLgrid.

Lesson 1



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Name

Directions: Write what you already know (K) and what you want to know (W) about your famous Hispanic person.

Famous Hispanics/Latinos/ChicanosKWL Activity

Topic ______________________________________________________________________________________

K: What I already know _______________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

W: What I want to find out ____________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

L: What I learned after doing the activity _________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Lesson 1



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StudentActivities

Resources/Materials

Students will know how vari-ous societies have been af-fected by contacts and ex-changes among diversepeople.

Students will be able to:1. Recognize how the pres-

ence, interactions, and con-tributions of various groupsand cultures have affectedtheir school, neighborhood,community, and state.

2. Describe the history, inter-actions, and contributionsof the various peoples andcultures that have lived inor migrated to the area thatis now Colorado.

3. Recognize the cultural heri-tage represented in theclassroom and the largerschool community.

Discuss the historyof Colorado and thegroups that havemade contributionsto the state and localcommunities.

Students will dis-cuss the role of vari-ous groups and cul-tures in the devel-opment of the stateof Colorado and itsdiverse communi-ties.

Lesson 2

Books on the his-tory of Colorado.



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StudentActivities

Resources/Materials

Students will know how tointerpret and evaluate pri-mary and secondary sourcesof historical information.

Students will be able to usecomprehension strategies,such as summarizing, identi-fying the author’s purpose,and determining the mainidea.

Students will be able to gatherhistorical data from multiplesources.

In small groups, uti-lize guided readingto demonstrate howto read factual mate-rial and then takenotes.

Students will prac-tice reading factualmaterial and takingnotes in a guidedreading/writingsituation.

Multiple copies ofvarious nonfictionaccounts of famouspeople. Paper andpencils.

Lesson 3



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StudentActivities

Resources/Materials

Students will read literatureto understand places, people,events, and vocabulary, bothfamiliar and unfamiliar.

Students will read literaturethat reflects the uniqueness,diversity, and integrity of theAmerican experience.

Students will read nonfiction andfiction to extract information fortheir biographies.

Divide students intosmall groups to re-search one famousHispanic/Latino/Chicano. Serve as aguide and resourcefor individual stu-dents and smallgroups. (See nextpages for sugges-tions for specificpeople to research.)

Students will readindependently, in-dividually and insmall groups.

Lesson 4

Multiple copies ofbooks/articles oneach famous His-p a n i c / L a t i n o /Chicano indi-vidual. See Appen-dix for partial listof available refer-ence materials.



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StudentActivities

Resources/Materials

Group 1Students will know how vari-ous forms of expression re-flect religious belief andphilosophical ideas.

Group 2Students will understand theimpact of scientific and tech-nological developments onindividuals and societies.

Group 3Students will identify histori-cal figures from diverse back-grounds in the United Stateswho have advanced therights of individuals.

Students will be able to give ex-amples of forms of expressionthat depict the history, daily life,and beliefs of various peoples,(examples: folk tales, ballads, mu-sic, dance, and architecture). Sug-gestion: Selena, singer.

Students will be able to identifyindividual achievements of scien-tists and inventors from the His-panic culture and describe theirachievement. Suggestion: EllenOchoa, Spanish astronaut.

Students will be able to identifythe civil rights contributions ofindividuals from the Hispanicculture. Suggestion: CesarChavez.

Utilize small groupguided and sharedreading to focus onthe musical contri-butions of Selena.

Utilize small groupguided and sharedreading to focus onthe scientific contri-butions of EllenOchoa.

Utilize small groupguided and sharedreading to focus onthe civil rights con-tributions of CesarChavez.

One group of stu-dents will researchSelena.

One group of stu-dents will researchEllen Ochoa.

One group of stu-dents will researchCesar Chavez.

Multiple copies ofbooks and othersources of informa-tion about Selena.See Appendix forsuggested sources.

Multiple copies ofbooks and othersources of informa-tion about EllenOchoa. See Ap-pendix for sug-gested sources.

Multiple copies ofbooks and othersources of informa-tion about CesarChavez. See Ap-pendix for sug-gested sources.

Lesson 4 (cont.)



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StudentActivities

Resources/Materials

Group 4Students will know how po-litical power has been ac-quired, maintained, usedand/or lost throughout his-tory.

Group 5Students will know how vari-ous forms of expression re-flect religious belief andphilosophical ideas.

Students will be able to showhow individuals have gained,lost, or maintained politicalrights, freedoms, power, or cul-tural identify in the history of acommunity, region, or state. Sug-gestion: Simon Bolivar.

Students will be able to give ex-amples of forms of expressionthat depict the history, daily life,and beliefs of various peoples,(examples: folk tales, ballads, mu-sic, dance, and architecture). Sug-gestion: Diego Rivera, artist.

Utilize small groupguided and sharedreading to focus onthe political contri-butions of SimonBolivar.

Utilize small groupguided and sharedreading to focus onthe artistic contribu-tions of DiegoRivera.

One group of stu-dents will researchSimon Bolivar.

One group of stu-dents will researchDiego Rivera.

Multiple copies ofbooks and othersources of informa-tion about SimonBolivar. See Ap-pendix for sug-gested sources.

Multiple copies ofbooks and othersources of informa-tion about DiegoRivera. See Ap-pendix for sug-gested sources.

Lesson 4 (cont.)



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StudentActivities

Resources/Materials

Students will know how touse maps and other geo-graphic tools to acquire, pro-cess, and report informationfrom a spatial perspective.

Students will be able to displayinformation (country, state, andcity) on a map and identify placeson a globe.

Demonstrate yourown city, state, andcountry of birth ona globe and then ona map. Have everystudent find theircity, state, and coun-try of birth on aglobe and map.

Students will locatethe city, state, andcountry of birth oftheir famous personas well as their cur-rent place of resi-dence on a globe ormap.

Globes, blank mapof North and SouthAmerica, postedworld map.

Lesson 5



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How will students apply what they are learning?

Performance Task Scoring Rubric

Instructional InformationBefore students begin this task, practice locating cities, states, andcountries on blank maps.

BenchmarkStudents know how to use maps and other geographic tools toacquire, process and report information from a spatial perspective.

TaskOn a blank map, locate and write the city, state, and country of birthof your famous person. Then locate and write your current place ofresidence (city, state, and country) on the map.

4. Indicated with a high degree of accuracy the city, state, andcountry of birth of their famous person on a blank map. Alsoindicated with a high degree of accuracy their current placeof residence (city, state, and country) on a blank map.

3. Indicated with fair accuracy the city, state, and country ofbirth of their famous person and their current place ofresidence (city, state, and country). There are a few errors ormissing information.

2. Most of the information provided is erroneous or there is agreat deal of missing information.

1. Demonstrated a lack of understanding of the task.



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StudentActivities

Resources/Materials

Students will recognize, un-derstand, and use formalgrammar in speaking andwriting.

Students will apply formalusage in speaking and writ-ing.

Students will demonstratecorrect punctuation, capitali-zation and spelling.

Students will plan, draft, re-vise, proofread, edit and pub-lish written communications

Students will apply writing skillsin writing biographies.

Serve as a guide andresource.

Use peer editingand teacher confer-ences in the editingstep of the writingprocess.

Students createtheir own indi-vidual biographiesof their assignedperson.

Students will readand edit eachother ’s work andconsult with theirteacher on theirwriting.

Lesson 6

Various readingsources on eachperson. See Ap-pendix.

Writing notebooks



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StudentActivities

Resources/Materials

Students will use chronologyto organize historical eventsand people.

Students will create a timelinethat shows events in sequence,using months and years, includ-ing at least 10 highlights from thelife of their famous person.

Demonstrate howto create a timelinewith your own per-sonal history.

1.Students will cre-ate a timeline of5–10 major eventsin their famousperson’s life.

2.As a culminatingactivity, studentswill create atimeline of thebirth, death, and3–5 major eventsin the lives of eachof the famouspeople presented.

Lesson 7

Various examplesof timelines, tagboard paper inlong strips, rules,pencils, and mark-ers.



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StudentActivities

Resources/Materials

Students will paraphrase,summarize, organize, evalu-ate, and synthesize informa-tion.

Students will create a table of con-tents for their biography.

Have students findthe table of contentsin various books.Discuss the impor-tance of the table ofcontents in each ex-ample. Demonstratehow to create a tableof contents for apiece of writtenwork.

Students create acover and table ofcontents for theirbiographies.

Lesson 8

Examples of tablesof contents fromvarious books,writing paper.



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StudentActivities

Resources/Materials

Students will use appropriatetechnologies to access, pro-cess, and communicate infor-mation for a variety of pur-poses.

Students will use the mostappropriate method, hand-writing or word processing,to produce a product that islegible.

Students will be able to use ap-propriate technologies to refinelanguage skills and support thewriting process, includingprewriting, drafting, revising,editing, and publishing.

Use the computerlab to allow stu-dents to publishtheir biographies.

Students will pub-lish their written bi-ography on a com-puter.

Lesson 9

Computers.



Page14

How will students apply what they are learning?

Performance Task Scoring Rubric

Instructional InformationGo over checklist with students, using examples of each requiredelement.

BenchmarkStudents will paraphrase, summarize, organize, evaluate, andsynthesize information.

TaskStudents will use a checklist to assess whether their biographies con-tain all of the required elements and will review their own work foraccuracy and standards of written language.

4. Biography contains cover page, table of contents, timeline,and map; it is of appropriate length; the content is accurate;and it meets or exceeds standards for content and writtenlanguage.

3. Biography contains all the elements, but it does not meetstandards in content, length or written language.

2. The biography lacks at least one of the required elements.

1. Demonstrated a lack of understanding of the task.



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Name

Directions: See if your biography is complete by using this checklist.Put a check ✔ in the box only if you can answer yes to the question.

Famous Hispanics/Latinos/ChicanosBiography Checklist

❏ Does your biography have a cover page?

❏ Does it have a table of contents?

❏ Does it have a timeline?

❏ Does it have a map?

❏ Is it long enough?

❏ Did you edit and revise your biography?

❏ Is it published using a computer?

Make sure all your boxes are checked off!



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StudentActivities

Resources/Materials

Students will be able to writeand speak to peers, teachersand the community.

Students will prepare writtenand oral presentations.

Students will present their bi-ographies of famous Hispanics/Latinos/Chicanos to the class.

Model an oral pre-sentation integrat-ing the use of writ-ten materials, mapstimelines, and othercollected or createdartifacts.

Students will orallypresent their biog-raphies of their fa-mous people to theclass, including asummarizing theirwritten materials,maps, timelines,and other collectedor created artifacts.

Lesson 10

Suggested Reading List for Students

Books on Cesar Chavez:

Altman, Linda Jacobs. Cesar Chavez. California: Lucent Books, 1995.

Collins, David R. Farmworker’s Friend: The Story of Cesar Chavez.Minneapolis: Carolrhoda, 1996.

Concord, Bruce W. Cesar Chavez. New York: Chelsea House, 1992.

De Ruiz, Dana Catharine. La Causa: The Migrant Workers’ Story. Austin:Raintree Steck-Vaughn, 1993.

Franchere, Ruth. Cesar Chavez. New York: Crowell, 1970.

Marvis, Barbara J. Famous People of Hispanic Heritage: ContemporaryAmerican Success Stories. Volume 2. Maryland: Mitchellane, 1996.

Nagel, Rob and Sharon Rose. Hispanic American Biography. Volume 1.International Thomson Publishing Co., 1995.

Roberts, Maurice. Cesar Chavez and La Causa. Chicago: Childrens Press,1986.

Rodriguez, Consuelo. Cesar Chavez. New York: Chelsea House, 1995.

Suntree, Susan. Hispanics of Achievement. New York: Chelsea House,1993.

Whire, Florence Meiman. Cesar Chavez: Man of Courage. Illinois: GerrardPublishing Co, 1993.

Books on Diego Rivera:

Braun, Barbara. A Weekend with Diego Rivera. New York: Pizzoli:,1994.

De Ruiz, Dana Catherine. La Causa: The Migrant Farm Workers’ Story.Austin: Raintree Steck-Vaughn, 1993.

Books on Diego Rivera (continued):

Gleiter, Jan. Diego Rivera. Milwaukee: Raintree Publishing:, 1989.

Goldstein, Ernest. The Journey of Diego Rivera. Minneapolis: LernerPublishing, 1996.

Hargrove, Jim. Diego Rivera: Mexican Muralist. Chicago: ChildrensPress, 1990.

Holland, Gini. Diego Rivera. Texas: Steck-Vaughn, 1997.

Jauregui, Diego. Diego Rivera. Mexico, D. F.: Centro de informacion ydesarrollo de la comunicacion, 1990. (Spanish)

Shirley, David. Diego Rivera. New York: Chelsea House, 1995.

Suntree, Susan. Hispanics of Achievement. New York: Chelsea House,1993.

Venezca, Mike. Diego Rivera. Chicago: Childrens Press, 1994.

Winter, Jonah. Diego Rivera. New York: Knopf, 1991.

Books on Ellen Ochoa:


Morey, Janet Nomura and Wendy Dunn. Famous Hispanic Americans.New York: Cobbelhill Books, 1996.


St. John, Jetty. Hispanic Scientists. Mankato, MN: Capstone Press, 1996.

Stille, Darlene R. Extraordinary Women Scientists. Chicago: ChildrensPress, 1995.

Suggested Reading List for Students (cont.)

Books on Selena:

Brawley, Ernest. Selena. New York: Atheneum, 1979.


Selena : The Original Motion Picture Soundtrack. [sound recording] Hol-lywood: EMI Latin, 1997.

Wheeler, Jill C. Selena: The Queen of Tejano. Minneapolis: Adbo andDaughters, 1996.

Books on Simon Bolivar:

Adler, David A. A Picture Book of Simon Bolivar. New York: Holi-day House, 1992.

Greene, Carol. Simon Bolivar. Chicago: Childrens Press, 1989.

Syme, Ronald. Bolivar: The Liberator. New York: Morrow, 1968.

Young, Bob and Jan. Simon Bolivar: The George Washington of SouthAmerica. New York: Hawthorne, 1968.

Suggested Reading List for Teachers

Books on Cesar Chavez:

Ferriss, Susan. The Fight in the Fields: Cesar Chavez and the Farmworkers.New York: Harcourt Brace, 1997.

Gonzales, Doreen. Cesar Chavez: Leader for Migrant Farm Workers.Springfield, NJ: Enslow Publishers, 1996.

Griswold del Castillo, Richard. César Chávez: A Triumph of Spirit.Norman, OK: University of Oklahoma Press, 1995.

Holmes, Burnha. Cesar Chavez: Farm Worker Activist. Austin, TX:Raintree Steck-Vaughn, 1994.

Books on Diego Rivera:

Cockcroft, James E. Diego Rivera. New York: Chelsea House, 1991.

Gonzales, Doreen. Diego Rivera: His Art, His Life. Springfield, NJ:Enslow Publishers, 1996.

Rivera, Diego. Diego Rivera: A Retrospective. New York: Norton, 1986.

Rivera, Diego. Diego Rivera: The Cubist Years. Phoenix: Phoenix ArtMuseum, 1984.

Wolfe, Bertram David. The Fabulous Life of Diego Rivera. New York:Stein and Day, 1963.

Books on Ellen Ochoa:


Morey, Janet Nomura and Wendy Dunn. Famous Hispanic Americans.New York: Cobbelhill Books, 1996.

Books on Ellen Ochoa (continued:


St. John, Jetty. Hispanic Scientists. Mankato, MN: Capstone Press, 1996.

Stille, Darlene R. Extraordinary Women Scientists. Chicago: ChildrensPress, 1995.

Books on Selena:

Novas, Himilce Remembering Selena: A Tribute in Pictures and Words.New York: St. Martin’s Press, 1995.

Patoski, Joe Nick. Selena: como la flor. Boston: Little, Brown and Co. ,1996.

Richmond, Clint. Selena! The Phenomenal Life and Tragic Death of theTejano Music Queen. New York: Pocket Books, 1995.

Wiley, Gordon Randolph. Selena. New York: Walker, 1993.

Books on Simon Bolivar:

Adams, Jerome R. Liberators and Patriots of Latin America: Biographies of23 Leaders. North Carolina: McFarland and Co., 1991.

Baker, Nina Brown. He Wouldn’t Be King: The Story of Simón Bolívar.New York: Vanguard Press, 1941.

Johnson, John J. Simón Bolivar and Spanish American Independence.Princeton, NJ: Van Nostrand, 1968.

Yenne, Bill. One Hundred Men Who Shaped World History. San Fran-cisco: Bluewood Books, 1994.

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