A Common Vision CHAVEZ FOUNDATION Voter Registration Campaign

Transcription

1 A Common Vision CHAVEZ FOUNDATION Voter Registration Campaign Educator Training Packet 1

2 INTRODUCTION When you have people together that believe in something very strongly, whether it be politics, unions or religion- things happen. Cesar E. Chavez Cesar Estrada Chavez, Senator Robert F. Kennedy noted, was one of the heroic figures of our time. A true American hero, Cesar was a civil rights, Latino, farm worker, and labor leader; a religious and spiritual figure; a community servant and social entrepreneur; a crusader for nonviolent social change; and an environmentalist and consumer advocate. In founding and leading the first successful farm workers union in American history from 1962 to 1993, Cesar achieved for hundreds of thousands of farm workers dignity and respect, fair wages, medical coverage, pension benefits, humane living conditions, and countless other rights and protections. In the process, he led, against previously insurmountable odds, successful strikes and boycotts, resulting in the first industry-wide labor contracts in the history of American agriculture. His union s efforts also led to the passage of the groundbreaking legislation to protect farm workers, including the only law in the nation that protects their right to unionize, the 1975 California Agricultural Labor Relations Act. The significance and impact of Cesar s life transcends any one cause or struggle. A unique and humble leader, humanitarian, and communicator, Cesar influenced and inspired millions of Americans to seek social justice and civil rights for the poor and disenfranchised in our society. In the process, he forged a diverse and extraordinary national coalition of middle-class consumers students, minorities, including Latinos, Filipinos, Jews, Native Americans, African Americans, and gays and lesbians. The Cesar E. Chavez Foundation Voter Registration Campaign: A Common Vision is a multifaceted service-learning experience developed to enhance civic participation amongst youth and community members. Youth have the opportunity to work with their local communities to organize a voter registration drive as a powerful way to learn about and understand our democratic society and to effect positive change. This project will also help enhance and support the Academic Curriculum bringing to life Cesar E. Chavez s values and philosophy that we don t need perfect political systems, we need perfect participation. 2

3 PROJECT SUMMARY The Chavez Voter Registration Campaign: A Common Vision project can be summarized in three parts: Pre-Service, Service, and Post-Service Activities. The Pre- Service Activities are focused on classroom study of Cesar E. Chavez and the United Farm Worker s efforts to improve migrant farm worker conditions through organizing and registering people to vote. Students learn the importance of civic engagement, understanding legislation and the legislative process, and the power of exercising their right to vote. The Service Activity involves organizing an awareness campaign on the importance of voting, conducting a voter registration drive, and creating an information packet for newly registered voters and community members, which could include information on polling places, crucial election dates, and addresses of local government officials. The Post-Service Activities provide students with structured time to reflect on what they have learned, the positive impact they have made in their communities, and ways in which they can continue to be involved in effecting positive social change. 3

4 CHAVEZ FOUNDATION VOTER REGISTRATION CAMPAIGN OUTLINE Teacher Training Teachers will participate in a one-day training provided by the Cesar E. Chavez Foundation. Participants will develop an understanding of the Chavez Foundation curriculum A Common Vision focused on voter history in the United States, Chavez 10 Core Values, and organizing an awareness campaign. Teachers will discuss and develop a timeline to execute the 3-day curriculum in their classes that will align with CHAVEZ FOUNDATION Saturday s of Service.. Classroom Engagement Teachers will implement the 3-day curriculum A Common Vision as outlined in the teacher training. Teachers will organize student participation for two Saturday s of Service. Students will then participate in any two of five Saturday s of Service to complete the service-learning project (see page 5 for schedule). Chavez Foundation Saturdays of Service Chavez Foundation will work with community partners to organize and host 5 Saturday s of Service. During each Saturday of Service, youth participants and community members will gather to register new voters. The day program will begin with a speaker from the community who is engaged in the political/civic process to share their experience with participants. Then participants will be divided into three organizing committees: Voter Information, Community Issues, and Voter Action. Each committee will focus on gathering and preparing information relevant to the local voter. All participants will then develop a voter registration strategy and goal, develop their plan of action and register community members in the local area to vote. Youth and community members will regroup to evaluate/reflect on the experience. Chavez Foundation Celebration Chavez Foundation will host a culmination celebration for all participants in December. Teachers, youth participants, and community partners will be recognized for their involvement and civic participation. Youth participants will receive Chavez Foundation certificates of achievement. 4

5 CHAVEZ FOUNDATION SATURDAY OF SERVICE Saturday of Service Tentative Timeline Saturday of Service Schedule 8:30 Registration Snack/ Breakfast 9:00 Introduction 9:15 Guest Speaker 9:30 VR training Know your rights VR goals 10:15 Dispatch 1-1:15 Return to home base 1:15 Lunch Reflection Debrief/Next Saturday of Service Discussion 2:00 End 5

6 METHODOLOGY A Common Vision project is based on an experiential teaching methodology called service-learning that links volunteer service with the academic curriculum. This methodology allows students the opportunity to learn and develop through experience and active participation. Service-learning is characterized by the following elements: Academic Learning The service performed helps students acquire values, skills, and/or knowledge. Civic Responsibility The service helps meet a need in the community, as defined by the community. Participation helps students see a place for themselves in community and society. Collaboration Teachers and students work with community members or outside agencies in the planning, implementation, and evaluation of the project. Youth Voice Students are given ample opportunity to express their thoughts, make choices, and play an active role in the learning process and project planning. Reflection Thoughtful reflection is incorporated into activities before (to prepare), during (to troubleshoot), and after (to process and extend learning from) the project. Evaluation Information is collected and analyzed on the effectiveness of the project. 6

7 RESEARCH BASE The research on service-learning in K-12 schools shows that positive outcomes can accrue for students, teachers, and community members. Student impacts have been documented in four areas: Personal/Social Development In various studies, students have been shown to have significant gains on measures of efficacy ( I can make a difference ), self-confidence, resilience (avoidance of risk behaviors like smoking or unprotected sexual relations), and feelings of competence. Students participating in service-learning have also demonstrated greater respect for diverse populations, more empathy or ability to see things from multiple perspectives, and better relationships with more adults. Academic Achievement Studies have shown that when the service-learning is linked closely with school curricula and content standards, students score higher on state assessments, show particular gains in higher order thinking skills (such as analysis and inference), and score higher on measures on cognitive complexity. Civic Responsibility/Engagement Research provides evidence that participation in service-learning is associated with increases in students feelings of connectedness with the community; willingness to take action to solve community problems, and understanding of economic, political, and social conditions. These outcomes are maximized when service-learning makes the civic linkages more explicit by the teachers. Career Exploration By exposing students to multiple new careers and helping them feel a sense of efficacy as they provide service, young people have been shown to increase their knowledge of career possibilities and their own aspirations. Teachers also derive benefits from their participation in service-learning. Research shows that while service-learning takes more time for planning than other methods of instruction, it is more strongly aligned to the ways most teachers believe students learn best. Service-learning stimulates energy in a school and positive engagement in the teaching and learning process. It is associated with greater faculty coherence and collaboration. Community members also benefit beyond the actual service provided. Many come to see young people as positive assets and resources rather than problems. 7

8 GOALS AND STANDARDS GOALS To examine Cesar E. Chavez s life and work in regards to voter registration and get out the vote efforts. To better understand our democratic system, civic responsibility, and the political process. To engage the community in a successful voter registration and get out and vote drive. WHERE DOES THIS PROJECT FIT INTO YOUR CURRICULUM? HISTORY/SOCIAL SCIENCE GRADE 9: Area studies-cultures, Sociology, Ethnic Studies, and Law-Related Education HISTORY/SOCIAL SCIENCE GRADE 10: 10.3 Students analyze the effects of the Industrial Revolution in the United States. (Specifically ) HISTORY/SOCIAL SCIENCE GRADE 11: 11.2 Students analyze the relationship among the rise of industrialization, largescale rural-to-urban migration, and massive immigration from Southern and Eastern Europe (Specifically & 4) 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920 s (Specifically & 4) 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government (Specifically ) Students analyze the development of federal civil rights and voting rights (Specifically &+ 6) Students analyze the major social problems and domestic policy issues in contemporary American society (Specifically ) HISTORY/SOCIAL SCIENCE GRADE 12: 12.2 Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured (Specifically ,3,4, & 6) Students evaluate and take and defend positions on what the fundamental values and principles of civil society are, their interdependence, and the meaning and importance of those values for a free society (Specifically ) 12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices (Specifically & 6) 8

9 PROJECT TIMELINE A COMMON VISION CURRICULUM Learn about the voting process. (The importance of registering to vote, voting requirements, and how to register individuals to vote.) Spend time in-class learning about Cesar E. Chavez, his life, work, and values. Discuss the issues of apathy and empowerment through voting. Design collateral materials on the importance of voting e.g. fliers, brochures, booklet. Create a Voter 411 Guide including basic voter information. 1 WEEK BEFORE CHAVEZ FOUNDATION SATURDAY OF SERVICE Create a list of youth participants Promote voter registration drive in the community (e.g. dropping fliers, and fax blasts, posting in local community calendars/papers, and tabling at local events and near-by high schools, colleges, or universities. SATURDAY OF SERVICE ~ VOTER REGISTRATION Conduct Voter Registration Drive either door-to-door or at a stationary location. Distribute collateral materials on the importance of voting. (If needed.) Bring water to the stationary site. Pass out informational material once a person has registered to vote. Bring a camera to document the youth in action. Publicize your efforts in local media and community newsletters. Reflect on the impact of the number of newly registered voters. ONE WEEK AFTER THE PROJECT Fill out the project response form and return it to the Cesar Chavez Foundation. Fill out LAUSD Service-learning Certificate and return to School S-L Lead. 9

10 COLLATERAL MATERIAL It is always helpful to have both outreach and collateral materials to get others involved in the voter registration and get out the vote drive including a pamphlet, brochure and/or flyer on the importance of voting in an election. This information should be designed by students and passed out to inform others about the voter registration and get out the vote drive. The information should also be translated into other prominent languages in the community. In addition, students could design and distribute a Voter 411 Guide that will have useful information for voters. The Voter 411 Guide could contain logistical data such as polling place addresses, transportation options, accessibility to translators that will explain local voting procedures, and basic voter rights information. The Resource Section of this guide contains valuable information on organizations, web sites, and additional curricula on civic engagement and voter registration. CONSIDER LIABILITY Although risk factors are low, it is a good idea to plan ahead in case of an emergency. Responsibility for damage or injury must be addressed. For any and all off-campus activities, educators must send home the standard school permission slip that describes important project information, requests emergency contacts, and determines school liability. Please note that this project involves students leaving campus to conduct voter registration and get out the vote efforts either through door-to-door solicitation or at a central location. It is suggested that students work in pairs while canvassing neighborhoods and standing in front of public buildings. CONDUCTING POST-REFLECTION Reflection is a very important component of this project. Youth should be given time before, during, and after the service experience to think about what they have learned and why this is important to their lives. This can be done through small group discussions, journal entries, artwork, etc. Reflection is useful before and after students learn about Cesar E. Chavez and his values, the impact of legislation through our elected officials and how voting can make a significant difference in our society. Students should also reflect on the importance of civic engagement. During service, students can assess the strengths and weaknesses of the voting registration drive and the usefulness of the information packets and collateral materials. Post-reflection is particularly effective in tying the various components of the project together. 10

11 Core Values of Cesar E. Chavez 1. Service to Others Service that is predicated on empowering others; engendering self-help, self-determination, and self-sufficiency versus charity. 2. Sacrifice Sacrifice that is spiritual; that is courageous and steadfast in its willingness to endure great hardship for others. 3. A Preference to Help the Most Needy A concerted effort to support programs that reach the most needy, the most dispossessed, the most forgotten people in society no matter how difficult the challenge that choice may bring. 4. Determination Determination that is characterized by an attitude that with faith, steadfast commitment, patience, and optimism, human beings can prevail against all odds. 5. Non-Violence Invoking non-violence as the most powerful tool for achieving social/economic justice and equality; action that requires boldness and courage versus meekness and passivity. 6. Acceptance Of Others An essential ingredient for success in organizing diverse forces to achieve social change, create community, and actualize democracy is the acceptance of all people, an absolutely indispensable necessity to the well-being of this country. 7. Respect for Life and the Environment Respect that holds as sacred the land, the people, and all other forms of life. 8. Community Sharing the joyous and respectful expression of cultural diversity through the reinforcement of the values of equity and responsibility to and for one another. 9. Knowledge The pursuit of self-directed learning and the development of critical thinking and constructive problem solving skills; overcoming ignorance through education. 10. Innovation A creative capacity to find pragmatic strategies and tactics to resolve problems and situations that often seem insurmountable to others. 11

12 VOCABULARY WORDS Call To Action: issue. Community Outreach: Civic Responsibility: Constituencies: CBO: Legislation: Polling Place: Individual Action: Voter Registration: Civic Engagement: Youth Voice: An alert to let people know how to become involved in an Informing and recruiting people in the community to become involved in an issue. An individual s social responsibility to their community. A variety of groups and individuals. A community based organization developed to work with and address the needs of the community. A formal governmental proposal developed to provide solutions to an issue affecting the community. A designated place to vote. One persons role in becoming involved in an issue. The formal process of filling out forms to gain the opportunity to vote. Active involvement to improve your community. Providing youth with opportunities to make decisions, think critically and problem solve. 12

13 CHAVEZ FOUNDATION A COMMON VISION DAY 1: VOTING: YOU CAN MAKE A DIFFERENCE Purpose: Materials: Time: Engage: To understand the importance of voting as a vehicle for making a difference in the community. A Common Vision Power Point Computer & Projector 1 class period Have students utilize the method of Quick Write, quickly jotting down their thoughts in a journal for 2-5 minutes, to complete the following sentence starter: The impact of the voting process on my life is Learn: Guide students through A Common Vision Power Point and discuss the historical aspects of voting in the United States. Cover the following points: Who had the initial right to vote in the United States The progression of change in who had the right to vote The changing population of the U.S. and the effects on voting The power of voting Policies that stand out in the history of voting The process and importance of voting Reflect: Have students share out their opinions and beliefs of voting. Guide the discussion so students begin to reflect on their personal and familiar connection to voting. Is there belief of voting the same after being equipped with the information from A Common Vision? How can youth under the voting age become a part of the voting process? 13

14 CHAVEZ FOUNDATION A COMMON VISION DAY 2: HOW CESAR E. CHAVEZ GOT OUT THE VOTE! Purpose: Materials: Time: Engage: To think about Cesar E. Chavez and determine how he mobilized voters and influenced legislation to help workers. Common Man Uncommon Vision Video Class set of Chavez 10 Core Values 1 class period Have students utilize the method of Quick Write, quickly jotting down their thoughts in a journal for 2-5 minutes, to complete the following sentence starter: One person with the passion to create change can Learn: Reflect: Show students Common Man Uncommon Vision video. Ask students to respond to the questions and allow students time to discuss their responses or they can hold a learning circle where students alongside the teacher discuss issues related to voting, politics, community action etc. in an open non-judgmental environment. (Either a student or teacher can serve as facilitator for this activity.) Have students return to their Quick Write page and write below their entry about their own potential to create change through participating in the voting process and civic engagement. 14

15 CESAR E. CHAVEZ- CIVIC ENGAGEMENT CONNECTIONS As a child, Cesar E. Chavez worked long hours in the fields. He lived in poverty shared by thousands of farm worker families, and later said that the suffering made him strong. o What are the working and living conditions of migrant farm workers? (How many hours do they work and what are farm workers paid?) Do you feel that these conditions influenced Cesar in forming a union? Is there legislation today on working conditions such as hourly pay and benefits? Do they apply to farm workers? Growing up, Cesar also experienced the pain of prejudice. When he was in school he was force to wear a sign that said I m a clown, I speak Spanish, by a teacher who did not recognize the value and importance of speaking two languages. o What legislation today protects people from prejudicial actions? Cesar also realized the need for better housing and improved health conditions in the farm fields. (HOUSING STATS) o Is there housing and health legislation today to protect the farm workers? In 1952, Cesar went to work for the CSO (Community Service Organization) and registered many Latinos to vote. Cesar understood that through organizing and collective action things in the barrio (community) of Sal Si Puedes (get out if you can) would change. o What percentage of the Latino population is registered to vote today? What percentage actually votes? 15

16 In 1962, Cesar E. Chavez, alongside Dolores Huerta, his brother Richard, and a few supporters the United Farm Workers was established to protect and promote the rights of farm workers. o How does a union represent community action/organizing? Cesar was effective in utilizing tactics such as strikes, boycotts, marches, picket lines, and fasting as a means to generate awareness and recruit supporters for, la causa, the farm workers struggle for justice, dignity, and equality. o Are strikes, boycotts, marches, picket lines, and fasting an effective way to get people involved in a cause or struggle? How do you express your voice in local causes affecting the community? In 1975, the Agricultural Labor Relations Act was passed by Governor Jerry Brown, which gave farm workers the right to organize a union and hold democratic elections. o Is voting an effective way to pass and advocate for key legislation? Cesar also taught others about the dangers of pesticides that caused cancer and birth defects among children whose parents lived near and worked in the fields. o How can you get involved in informing your community about key issues affecting the health of the community? Is health an important issue in the upcoming or recent elections? 16

17 CHAVEZ FOUNDATION A COMMON VISION DAY 3: VOTING REGISTRATION MADE EASY DEVELOPING COLLATORAL MATERIALS Purpose: Materials: Time: To research information and data for collateral materials for voter education and registration drive. Computers, Paper, Pens, Community Needs Assessment (optional) 1 class period Directions: Students will research information for collateral material for their voter education and registration drive by working in pairs or small groups. Each pair/group should work on one component of the project. Engage: Have students utilize the method of Quick Write, quickly jotting down their thoughts in a journal for 2-5 minutes, to complete the following sentence starter: As a community member I can create change by Learn: Explain the concept of community involvement in the Voter Education and Registration Project 1. to identify issues important to the community; 2. to provide relevant and useful information for getting people out to vote; 3. to bring focus to the collateral materials. Students can then break up into committees or work groups to divide the work. Committees could include a Community Issues Committee, Voter Information Committee and Get Out and Vote Committee. Community Issues Committee Students can develop a community survey on issues important to their community (See sample community survey). For Homework students can talk to people in their community and use the survey to rank the issues that are most important to them. Voter Information Committee Students can research voter registration requirements and procedures in their local community. Students can also research the names and contact information for local, state and national governmental officials in their community/district. 17

18 CHAVEZ FOUNDATION A COMMON VISION DAY 3: CONTINUED Get Out and Vote Committee Students can research the address and location of polling places in their community/district. Students can also research community organizations involved in community organizing, empowerment and civic engagement initiatives including information on services provided and a contact person for any relevant initiatives. Community Issues Committee Students can prioritize the top 2 or 3 issues important to the community. Students can then develop a paragraph explaining the top 2 or 3 issues for the collateral materials in the following Lesson. Voter Information Committee Students can prepare information on voter registration requirements and procedures. They can also include basic contact information for governmental officials in their neighborhood/district for the collateral material in the following Lesson. Get Out and Vote Committee Students can prepare polling place information including a map or basic directions to the polling places. Students can also prepare basic information or community organizations including information on services provided and a contact person for any relevant initiatives. Reflect: Have students return to their Quick Write page and describe the impact they believe their collateral material will have within the community when passed out during the Saturday of Service. 18

19 Service-Learning Certification Form SECTION 1 Instructor(s): Teacher: Cesar Chavez Foundation Staff & Interns Project Name: A Common Vision: Cesar E. Chavez Foundation Voter Registration Campaign Date Submitted: Location: Participants: Grade Level(s): 9th-12th grade Anticipated # of students: Off Campus SECTION 2 Project Description: Student/participants will view a power point presentation on the history of voting and in the U.S. They will also be introduced to Chavez ten core values and discuss their relation to civic participation, specifically voting. All participants will be trained in the voter registration process and service-learning project development. The group will then plan and act on registering community members to vote. SECTION 3 Community Need(s): Through dialogue participants can discuss the issues that are seen as problematic within their community and surrounding environments. This will collaborate and strategizing on techniques to civic engagement and empowerment of community members in the voting process. SECTION 4 Community Partner(s): Cesar E. Chavez Foundation Local Voter Engagement Organization SECTION 5 Student Voice Students discuss the issues of civic engagement and political empowerment. Students brainstorm community support and develop strategies to create partnerships. Students role-play the voter registration process. Students collaborate on how to engage in the community s needs. SECTION 6 California Content/Skill Standard(s) Grade 9: Area studies-cultures, Sociology, Ethnic Studies, and Law-Related Education Grade 10: 10.3 (4) Analyze the effects of the Industrial Revolution Grade 11: 11.1 (2) Analyze events pertaining to the founding of the U.S.A (4) Describe growth of cities 11.5 (2, 4) Analyze civil liberties and 14 th Amendment 11.6 (5) Learn of organized labor and UFW (5, 6) Discuss the civil rights movement and voting legislation 11.11(1) Discuss immigration policy of the U.S.A. Grade 12:12.2 (1,3,4,6) Evaluate and defend rights and obligations of civic participation 12.3(2) Evaluate and defend values and principles of civil society 12.6 (4, 6) Describe and discuss democratic process and participation 19

20 SECTION 7 Project Components: Community Needs Assessment Setting the Context Standards Connections Cesar Chavez Values Choosing and Planning the Project Identify Goal Identify Location Arrange Groups Service Service Awareness Plan for Service Celebration Evaluation SECTION 8 Reflection Prompts Reflect What s Next? SECTION 9 Outcomes and Assessments: Number Served: Number Engaged: SECTION 10 Accommodations/Support for Diverse Learners: Appropriate tasks will be assigned to all students. Students will be encouraged to work collaboratively and respect the talents of each of the members of their group. Locations will be accessible. When not available alternative sites will be sought. Each group member will have equal opportunities to make significant contributions to the project. Students with IEPs will be identified and individual needs will be addressed. I agree to the above accommodations for diverse service learners. Initials SECTION 11 Administrator Comment(s) / Recommendations: Submitted by: Teacher Signature Date: Approved: Date: Principal or designee Signature Original to: APSCS Copies to: SIS Coordinator Teacher(s) 20

21 3-2-1 Reflections Reflect on three things that you personally learned, two things we learned together, and one additional contribution we could make. What Did You Learn? What did you learn about César E. Chávez? What did you learn about the Service-Learning process? What did you learn about yourself? What Did We Learn? What worked? What would you change? What Else Can We Do? How can we continue to promote the Core Values of Cesar Chavez and Service- Learning? 21

22 Contact Information PROJECT PROFILE FORM Name of Organization: Contact Person: Phone: Address: Fax: Web: Project Information Title of Project: Description of Project: (Please see second sheet for a build out of service-learning elements.) # Students Engaged # Students Impacted Age Group % of Low Income Students (optional) Students Gender (optional) Students Ethnicity (optional) Project Partners (organizations/universities/schools) Observed or Expected Impact of Project Have you found or developed any resources to enhance your project? Additional Comments 22