Migrant agricultural laborers -- Northwest, Pacific -- History -- 20th century.
Foreign workers, Mexican -- Northwest, Pacific -- History -- 20th century.
World War, 1939-1945 -- Manpower -- Northwest, Pacific.
Agricultural laborers -- Labor unions -- Northwest, Pacific -- History.
2. Students will engage in small group discussions protocol where they will analyze images of the Bracero Program.
3. Students will create a claim, evidence and reasoning paragraph to share what they have learned.
Choice or suggested video
Choice or suggested Podcast
Choice or suggested Newspaper
Images from Student Handout 2 from Seattle Civil Rights and Labor History project
Possible podcast: 91.3 KBCS Bracero Program https://soundcloud.com/91-3kbcs/91-3-kbcs-20171011-braceroPossible newspaper articles: Meyers, D. W. (2018, May 6). It Happened Here: Mexican farm workers come to valley in World War II. Yakima Herald-Republic.
• SSS3.6-8.1 Engage in discussion, analyzing multiple viewpoints on public
• H3.6-8.3 Explain, analyze, and develop
an argument about how Washington
State has been impacted by individuals
Compelling Question: Who are the people that made Washington?
Staging the Question:
● Have students read what their textbooks say about the Bracero program.
● Once they are done, have them make a list of the most important things that made up the Bracero program. Share this information as a whole class.
If your students textbook has limited information about the Bracero Program, students can read this article from the History Link:
Bracero Program: Crossing the Border to a New Life by Cameron Holt (2012 History Day Award Winner)
Supporting Question: What was the Bracero Program?
Formative Performance Task:
- Students should begin by watching a video about the Braceros. Have students gather their notes on Student Handout 1.
- The Braceros at 80,
- The Bracero Program (NBC News Learn),
- The Bracero Program: Rafael Morales and Cruz Leon Martinez (MSC Museum of Sonoma County), and
- KVIE’s Los Braceros: Strong Arms to Aid the U.S.A (PBS KVIE)
- When students are done, have them add to the class list of what they know about the Bracero Program.
- Next, students are going to engage in a “World Cafe” protocol around images of the Bracero Program. (See Student Handout 2)
- After or during the protocol have the student continue to add to the list of what they know about the Bracero Program.
- If students need more information or if you would like to add information, have students listen to a podcast or read a news article.
Have the students use the information they got from their research and image analysis to craft an argumentative paragraph. Student responses should include a clear claim, specific evidence, and a well-thought-out reasoning.
Taking Informed Action:
Students will create a podcast or video blog about the Bracero Program and its impact on Washington, using the information they obtained from their research.