home

THIS PAGE HAS BEEN MOVED TO A NEW ITU HOMEPAGE ON WEEBLY.COM, FOUND HERE:

Fairness in the Fields Weebly


School Information
English 12 Section
Spanish I Section
US History
Student Differentiation
ITU Calendar
Service Learning Project
Welcome to the Orange Glen High School "Fairness in the Fields" Thematic Unit Homepage!
ITU_Cover.jpg

ITU Rationale
Sadly, minority culture is something that is often discouraged in high school environments. At this age, conformity and being "normal" are as big of needs as anything else — and probably more so compared to grades and academics. Sometimes, however, we enter schools where a population minority is the school's student majority. This is the case at Orange Glen High School, where Mexican and Mexican-American culture is embraced fully. With such a dense Mexican-American student body, it seemed appropriate and essential that the school not only celebrate their culture, but also open up dialogue about issues that affect many of them in diverse ways.
With this in mind, we designed a unit about "Fairness in the Fields." The unit looks at migrant labor and immigration policy through multiple media and perspectives. As rationale for all of this, there is a growing debate about immigration policy and the presence of migrant workers in the States. Outside of their cultures, some of these students are ridiculed as a result of these debates and policies. Being educated about the issue from all angles will help the students to combat prejudices and racism.
This unit was written with social justice and equity in mind for all students, not only the ones of Orange Glen High School or of the Escondido area. Simply, all students, of every race and background, need to know about these issues so they do not form ignorant and oppressive opinions on either side of the issue. This is crucial to form an educated generation with multiple perspectives that recognize and respect each other. At the same time, with the social project of visiting one of these farming sites, the students will have the opportunity to show the workers that there is a growing awareness of these issues. While there is no pressure to make our students conform to one opinion on this issue, it seems that the media has largely portrayed only one side of education. To correct this injustice, this unit will express a well-rounded education about all angles.

Enduring Understandings
  • Students will understand how economics is dependent on migrant labor to a large degree.
  • Students will understand the workers’ rights activists from the 1960s and how their concerns are still valid today.
  • Students will understand both sides of many arguments for and against migrant labor.
  • Students will understand the connection between migrant workers and their corresponding influences on American culture.

Essential Questions
  • What role do migrant workers play in our community? In our state? In our country?
  • How are migrant worker rights from the 1960s still an issue today?
  • What kinds of racist actions and constructs do we see as a result of the migrant worker debate?
  • What are ways to help stop the resulting racism, even when migrant labor continues to be an issue?
  • What would be a better approach to this issue, in your opinion?


Unit Overview
a. Student-Centered Activities: Interdisciplinary Specific
b. Major Teaching Strategies & Co-Teaching Approaches Complimentary approaches to SDAIE and Group-based Discussion with Technological Learning Involved
c. Manner in which students are organized in these activities Mostly Cooperative Learning groups, which are predetermined by individual learning levels and styles, however there is also a number of more independent work activities.
d. Specific Resources Corresponding Discipline Texts, Computers, Posters, Markers, Printer, Projector
e. Description of how Technology will be integrated in the ITU Each student will be asked to complete a research project on a school computer in a group. This interdisciplinary activity will teach them how to use search engines, wikis, and databases.
f. Art Component In each class, there will be a different art component, ranging from posters to poetry projects reflecting on "Fairness in the Fields."
g. Social Justice and Equity addressed in content, process & product The unit is based on the principles of the cultures of our school and issues of equity and social justice that result in ignorance from other cultures. This unit presents an alternative way to combat this bigotry: educating.
h. Service Learning Component Students will take a field trip to a local farm and interact with the workers, seeing the conditions and a day's work. They will be asked to reflect on it later on in the unit.