These standards can serve as a guideline to help you decide how this lesson fits into your own curriculum.

Note: Because we work with a nationwide audience, Teaching Tolerance creates its lessons with national standards in mind. Like our other lessons, the mini-unit "Honoring Labor, Honoring Chavez" was designed to support the standards created by Mid-continent Research for Education and Learning (or McREL). However, because the lessons in this unit are of particular interest to teachers in schools that observe Cesar Chavez Day, we decided to do an after-the-fact search to see how well the finished product conformed to the standards of the eight states that observe the holiday. These standards can serve as a guideline to help you decide how this mini-unit fits into your own curriculum.

Scroll down or click the link below to find the standards for your state:

McREL
Arizona [1]
California [2]
Colorado [3]
Michigan [4]
New Mexico [5]
Texas [6]
Utah [7]
Wisconsin [8]

 

McREL Standards

Lesson 1: Labor Matters
Business Education Standard 9 (Grades 9-12)
Benchmark 2, Understands how specific pieces of legislation affect employers and workers (e.g,. Title VII of the Civil Rights Act, the Americans with Disabilities Act, the Family and Medical Leave Act, the Occupational Safety and Health Act, workers' compensation legislation, social security legislation, the National Labor Relations Act; the Taft-Hartley Act)
Benchmark 3, Understands the significance of the collective bargaining process

 

Lesson 2: The Farmworkers and the Union
Behavioral Studies, Standard 4 (Grades 6-8)
Benchmark 4, Understands how role, status, and social class may affect interactions of individuals and social groups

(Grades 9-12)
Benchmark 1, Understands that conflict between people or groups may arise from competition over ideas, resources, power, and/or status

Business Education Standard 35 (Grades 9-12)
Benchmark 2, Understands the importance of respecting individual differences and promoting the just and equal treatment of all people in the workplace

Benchmark 3, Knows ethical issues involving employer/employee relationships (e.g., poor working conditions, hours wasted on the job, employee theft)

Civics, Standard 13 (Grades 9-12)
Benchmark 3, Knows how the rights of organized labor and the role of government in regulating business have created political conflict

Lesson 3: Economic Injustice Affects Us All
Civics, Standard 23:
(Grades 6-8)
Benchmark 5, Understands the impact of major demographic trends on the United States (e.g. increase in immigration and refugees)

(Grades 9-12)
Benchmark 7, Understands the principal effects that economic conditions, technological developments and cultural developments in other nations have had on American society and the lives of American citizens (e.g. migration of labor)

Lesson 4: Making Sense of EFCA
Business Education Standard 9 (Grades 9-12)
Benchmark 2, Understands how specific pieces of legislation affect employers and workers (e.g,. Title VII of the Civil Rights Act, the Americans with Disabilities Act, the Family and Medical Leave Act, the Occupational Safety and Health Act, workers' compensation legislation, social security legislation, the National Labor Relations Act; the Taft-Hartley Act)

Benchmark 3, Understands the significance of the collective bargaining process

Thinking and Reasoning, Standard 1 (Grades 9-12)
Benchmark 1, Identifies techniques used to slant information in subtle ways (e.g., selecting only information that supports a point; ignoring information that contradicts a point)

Benchmark 6, Evaluates the overall effectiveness of complex arguments

United We Stand
History Standard 4
Benchmark 3, Understands how people over the last 200 years have continued to struggle to bring to all groups in American society the liberties and equality promised in the basic principles of American democracy (e.g., Sojourner Truth; Harriet Tubman; Frederick Douglass; W.E.B. DuBois; Booker T. Washington; Susan B. Anthony; Martin Luther King, Jr.; Rosa Parks; Cesar Chavez)

Language Arts Standard 6
Uses reading skills and strategies to understand and interpret a variety of literary texts

 

Arizona

Lesson 1: Labor Matters
Grade 7 Concept 7
PO 8. Identify the following groups' contributions to the changing social and political structure of the United States:
a. labor leaders (e.g., Samuel Gompers, Mother Jones)

 

High School Concept 7 PO 1. Analyze how the following aspects of industrialization transformed the American economy beginning in the late 19th century:

1. mass production
2. monopolies and trusts (e.g., Robber Barons, Taft-Hartley Act)
3. economic philosophies (e.g., laissez faire, Social Darwinism, free silver)
4. labor movement (e.g., Bisbee Deportation)
5. trade

 

Lesson 2: The Farmworkers and the Union
High School Concept 9
PO 3. Describe aspects of post World War II American society:
c. protest movements (e.g., anti-war, women's rights, civil rights, farm workers, César Chavez)

Lesson 3: Economic Injustice Affects Us All
High School Concept 10
PO 1. Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

PO 2. Identify the connection between current and historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

United We Stand
Grade 3 Concept 9
PO 1. Recognize that individuals (e.g., Susan B. Anthony, Jackie Robinson, Rosa Parks, Martin Luther King Jr., César Chavez) worked for and supported the rights and freedoms of others.

 

California

Lesson 1: Labor Matters
Social Studies Standard for Grade 8, Section 8.12, standard # 6
Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

Grade 11, Section 11.6, standard #5
Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

Grade 12, Section 12.4, standard #1
Understand the operations of the labor market, including the circumstances surrounding the establishment of principal American labor unions, procedures that unions use to gain benefits for their members, the effects of unionization, the minimum wage, and unemployment insurance.

 

Lesson 2: The Farmworkers and the Union
Social Studies Standard for Grade 11, Section 11.6, standard #5
Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

Section 11.8, standard #2
Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.

Grade 12, Section 12.4, standard #1 Understand the operations of the labor market, including the circumstances surrounding the establishment of principal American labor unions, procedures that unions use to gain benefits for their members, the effects of unionization, the minimum wage, and unemployment insurance. Lesson 3: Economic Injustice Affects Us All Social Studies Standard for Grade 11, Section 11.11, standard #6 Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies. Grade 12, Section 12.4, standard #3 Discuss wage differences among jobs and professions, using the laws of demand and supply and the concept of productivity. Lesson 4: Making Sense of EFCA Grade 11, Section 11.6, standard #5 Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California. Grade 12, Section 12.4, standard #1 Understand the operations of the labor market, including the circumstances surrounding the establishment of principal American labor unions, procedures that unions use to gain benefits for their members, the effects of unionization, the minimum wage, and unemployment insurance.

 

California

Lesson 1: Labor Matters
Social Studies Standard for Grade 8, Section 8.12, standard # 6
Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

Grade 11, Section 11.6, standard #5
Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

Grade 12, Section 12.4, standard #1
Understand the operations of the labor market, including the circumstances surrounding the establishment of principal American labor unions, procedures that unions use to gain benefits for their members, the effects of unionization, the minimum wage, and unemployment insurance.

 

Lesson 2: The Farmworkers and the Union Social Studies Standard for Grade 11, Section 11.6, standard #5
Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

Section 11.8, standard #2
Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.

Grade 12, Section 12.4, standard #1
Understand the operations of the labor market, including the circumstances surrounding the establishment of principal American labor unions, procedures that unions use to gain benefits for their members, the effects of unionization, the minimum wage, and unemployment insurance.

Lesson 3: Economic Injustice Affects Us All
Social Studies Standard for Grade 11, Section 11.11, standard #6
Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.

Grade 12, Section 12.4, standard #3
Discuss wage differences among jobs and professions, using the laws of demand and supply and the concept of productivity.

Lesson 4: Making Sense of EFCA
Grade 11, Section 11.6, standard #5
Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

Grade 12, Section 12.4, standard #1
Understand the operations of the labor market, including the circumstances surrounding the establishment of principal American labor unions, procedures that unions use to gain benefits for their members, the effects of unionization, the minimum wage, and unemployment insurance.

 

Colorado

Lesson 1: Labor Matters
History Standard 2.3
GRADES 9-12
identifying historical contexts of contemporary issues

History Standard 4.1
GRADES 9-12
describing and explaining the social and economic changes that resulted from industrialization

Civics Standard 2.3
GRADES 5-8
describing alternative means of conflict management, including negotiation, mediation, arbitration, and litigation

Lesson 2: The Farmworkers and the Union
History Standard 4.2
GRADES 9-12
analyzing the relationship between economic factors and social and political policies throughout United States history

Lesson 3: Economic Injustice Affects Us All
Civics Standard 2.4
GRADES 9-12
analyzing a current public policy issue at local, state, or national levels and evaluating the alternative positions (for example, welfare reform);

Lesson 4: Making Sense of the Employee Free Choice Act
History Standard 2.3
GRADES 9-12
identifying historical contexts of contemporary issues; identifying how print and electronic media can affect perspectives regarding historical events; and using historical information to interpret and evaluate decisions or policies regarding contemporary issues.

History Standard 4.1
GRADES 9-12
describing and explaining the social and economic changes that resulted from industrialization; and

Civics Standard 2.4
GRADES 9-12
evaluating the contemporary roles of voters, political parties, associations, and groups in local, state, and national politics (for example, political action committees, interest groups, think tanks, unions, professional organizations)

Civics Standard 4.3
GRADES 9-12
evaluating different positions on contemporary issues that involve rights of citizens (for example, restricted membership in organizations, sexual harassment, school prayer, refusal of medical care); and

United We Stand
Civics Standard 1.2
giving examples of people using power and people using authority (for example, school crossing guards have authority to direct traffic, while bullies have power, but not authority)

 

 

Michigan

Lesson 1: Labor Matters
Social Studies High School
6.1.2 Labor's Response to Industrial Growth - Evaluate the different responses of labor to industrial change including
• development of organized labor, including the Knights of Labor, American Federation of Labor, and the United Mine Workers
6.3.1 Social Issues – Describe at least three significant problems or issues created by America's industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies).

 

Lesson 2: The Farmworkers and the Union
Social Studies High School
8.3.4 Civil Rights Expanded – Evaluate the major accomplishments and setbacks in civil rights and liberties for American minorities over the 20th century including American Indians, Latinos/Latinas, new immigrants, people with disabilities, and gays and lesbians. (National Geography Standard 10, p. 203)

Civics High School
6.2.6 Analyze different ways people have used civil disobedience, the different forms civil disobedience might take (e.g., violent and non-violent) and their impact.

Lesson 3: Economic Injustice Affects Us All
Civics High School
6.1.2 Locate, analyze, and use various forms of evidence, information, and sources about a significant public policy issue, including primary and secondary sources, legal documents (e.g., Constitutions, court decisions, state law), non-text based information (e.g., maps, charts, tables, graphs, and cartoons), and other forms of political communication (e.g., oral political cartoons, campaign advertisements, political speeches, and blogs).

United We Stand
Social Studies Grade 3
3 - P4.2 Citizen Involvement - Act constructively to further the public good.
3 - P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
3 - P4.2.2 Participate in projects to help or inform others.

Social Studies Grade 4
4 – C5.0.4 Describe ways citizens can work together to promote the values and principles of American democracy.
P4.2 Citizen Involvement - Act constructively to further the public good.
4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
4 – P4.2.2 Participate in projects to help or inform others.

Social Studies Grade 5
P 4.2 Citizen Involvement - Act constructively to further the public good.
5 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
5 – P4.2.2 Participate in projects to help or inform others.

 

New Mexico

Lesson 1: Labor Matters
History Standard 1 – Grades 9-12
2. Analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution, to include:
* efforts of workers to improve working conditions (e.g., organizing labor unions, strikes, strike breakers)

 

Lesson 2: The Farmworkers and the Union
History Standard 1 – Grades 9-12
6. Analyze the development of voting and civil rights for all groups in the United States following Reconstruction, to include:
* roles and methods of civil rights advocates (e.g., Martin Luther King, Jr., Malcolm X, Rosa Parks, Russell Means, Cesar Chavez)
* rise of Black Power, Brown Power, American Indian Movement, United Farm Workers.

Lesson 3: Economic Injustice Affects Us All
Economics Standard 1- Grades 9-12
B 16. Analyze the reasons for uneven economic growth-based changes (e.g., demographic, political, economic).

Lesson 4: Making Sense of the EFCA
Civics Standard 1 Grades 9-12
C 3. Demonstrate the skills needed to participate in government at all levels, to include:

• analyze public issues and the political system
• evaluate candidates and their positions
• debate current issues.

C 4. Analyze factors that influence the formation of public opinion (e.g., media, print, advertising, news broadcasts, magazines, radio).

 

Making Sense of the EFCA
Civics Standard 1 Grade 3
D 1. Explain the significance of participation and cooperation in a classroom and community.
D 2. Understands the impact of individual and group decisions on communities in a democratic society.

 

Texas

Lesson 1: Labor Matters
TEKS for Economics with Emphasis on the Free Enterprise System and Its Benefits (High School)
(19) History. The student understands economic ideas and decisions from the past that have influenced the present and those of today that will affect the future. The student is expected to:
   (B) trace the history of the labor movement in the United States;

TEKS for Business Law (High School) (4) The student identifies employee rights and protections provided by law. The student is expected to:
   (A) identify legislation and agencies that regulate an employer's obligation to supply a safe and accessible workplace, for example, Occupational Safety and Health Agency, the Environmental Protection Agency, and the Americans with Disabilities Act;
   (E) identify current legislation that insures employee safety in the workplace;
   (F) investigate an employee's right to organize and participate in a union, based on current legislation;

 

Lesson 2: The Farmworkers and the Union
TEKS for Economics with Emphasis on the Free Enterprise System and Its Benefits (High School)
(19) History. The student understands economic ideas and decisions from the past that have influenced the present and those of today that will affect the future. The student is expected to:
   (B) trace the history of the labor movement in the United States;

Lesson 3: Economic Injustice Affects Us All
TEKS for Social Studies (High School)
Sociology
(4) Economics. The student understands the relationship between socioeconomic stratification and cultural values. The student is expected to:
   (A) compare cultural values associated with socioeconomic stratification; and
   (B) analyze and explain the influence of cultural values on economic behavior.

Lesson 4: Making Sense of EFCA
TEKS for Economics with Emphasis on the Free Enterprise System and Its Benefits (High School)
(23) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
   (D) explain a point of view on an economic issue;
   (E) analyze and evaluate the validity of information from primary and secondary sources for bias, propaganda, point of view, and frame of reference;

United We Stand
TEKS for Social Studies (Grade 3)
Knowledge and skills.
(1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
   (A) describe how individuals, events, and ideas have changed communities over time;
(2) History. The student understands common characteristics of communities, past and present. The student is expected to:
   (A) identify reasons people have formed communities, including a need for security, law, and material well-being; and
   (B) compare ways in which people in the local community and communities around the world meet their needs for government, education, communication, transportation, and recreation, over time and in the present.
(10) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to:
   (A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good;
   (C) identify and explain the importance of acts of civic responsibility, including obeying laws and voting; and

TEKS for Social Studies (Grade 5)
(19) Citizenship. The student understands the importance of individual participation in the democratic process. The student is expected to:
   (A) explain how individuals can participate in civic affairs and political parties at the national level;
   (C) identify significant individuals such as César Chávez and Benjamin Franklin who modeled active participation in the democratic process; and
   (D) explain how to contact elected and appointed leaders in the national governments.

 

Utah

Lesson 1: Labor Matters
United States History II
Objective 2
Assess the growth and development of labor unions and their key leaders.
    Trace the development of national labor unions.
    Determine the impact of collective bargaining.

 

Lesson 2: The Farmworkers and the Union
United States History II
Objective 2
Assess the growth and development of labor unions and their key leaders.
    Trace the development of national labor unions.
    Determine the impact of collective bargaining.

United States History II
Objective 1
Analyze how the civil rights movement affected United States society.
    Investigate the gains in civil rights made by the American Indian nations, Mexican-Americans, and other ethnic groups in the last half of the twentieth century.

Lesson 3: Economic Injustice Affects Us All
U.S. Government and Citizenship
Objective 3
Assess methods for respectfully dealing with differences.
    Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation.

Lesson 4: Making Sense of EFCA
U.S. Government and Citizenship
Objective 2
Investigate ways in which responsible citizens take part in civic life.
    Participate in activities that promote the public good; e.g., the voting process, jury duty, community service.

United States History II
Objective 2
Assess the growth and development of labor unions and their key leaders.
    Trace the development of national labor unions.
    Determine the impact of collective bargaining.

United We Stand
Social Studies (Grade 3)
Standard 3 
Students will understand the principles of civic responsibility in classroom, community, and country.
Objective 3 Apply principles of civic responsibility.
    Engage in meaningful dialogue about the community and current events within the classroom, school, and local community.

Social Studies (Grade 4)
Standard 3 Objective 1 Describe the responsibilities and rights of individuals in a representative government as well as in the school and community.
    Contribute to and practice classroom goals, rules and responsibilities.

 

Wisconsin

Lesson 1: Labor Matters
Social Studies
B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world

D.12.14 Analyze the economic roles of institutions, such as corporations and businesses, banks, labor unions, and the Federal Reserve System

Business
H.BS.5 Recognize the role of labor and management unions

H.BS.4 Measure and compare established employment standards

Lesson 2: The Farmworkers and the Union
Social Studies
B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world

D.12.14 Analyze the economic roles of institutions, such as corporations and businesses, banks, labor unions, and the Federal Reserve System

C.12.9 Identify and evaluate the means through which advocates influence public policy

C.12.10 Identify ways people may participate effectively in community affairs and the political process

C.12.14 Explain and analyze how different political and social movements have sought to mobilize public opinion and obtain governmental support in order to achieve their goals

Business
H.BS.5 Recognize the role of labor and management unions

H.BS.4 Measure and compare established employment standards

Lesson 3: Economic Injustice Affects Us All
Social Studies
D.12.4 Explain and evaluate the effects of new technology, global economic interdependence, and competition on the development of national policies and on the lives of individuals and families in the United States and the world

Lesson 4: Making Sense of EFCA
Social Studies
C.12.8 Locate, organize, analyze, and use information from various sources to understand an issue of public concern, take a position, and communicate the position

C.12.9 Identify and evaluate the means through which advocates influence public policy

United We Stand
Social Studies
C.4.6 Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals

B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events

B.4.7 Identify and describe important events and famous people in Wisconsin and United States history