Working with the Short-handled hoe: Organizing Farmworkers after World War II

Activity 1: Historical Comprehension: Songs, Symbols, and Speeches of the Farm Workers Struggle for Social Justice

  1. Watch the introductory movie together as a class [http://objectofhistory.org/objects/intro/shorthandledhoe]. Discuss the basic story of the farm workers and the use of the short-handled hoe.
  2. Visit the Virtual Object section in the Introduction. Ask students to remember the importance of closely examining material culture objects when using them as historical evidence. Provide them with a few minutes to use the Quicktime Virtual Reality version of the short-handled hoe.
  3. Allow students to spend time examining the sources in the Explore section of the short-handled hoe Object Lesson [http://objectofhistory.org/objects/explore/shorthandledhoe/]. Remind students that the Explore section contains primary and secondary sources, organized into three main categories:
    • The Object category containing sources related to the short-handled hoe as a piece of material culture.
    • The Object in History category containing sources related to the place of the short-handled hoe in the historical context of farm workers 1965 - 75 struggle for safer working conditions.
    • The Object in the Museum category containing information related to how NMAH acquired and displayed the short-handled hoe.
  4. Remind students that the video clips of the curators discussing the objects constitute the secondary sources on the site. All other materials are primary sources. Remind students that each primary source is accompanied by supporting information that is essential to critical historical thinking. First, at the top of the source is an annotation that provides contextual information. Second, the sourcing information, including author, title, and date of creation, is located at the bottom of the source. Instruct students to consider all of this information carefully as they work.
  5. Remind students that American history is full of songs, symbols, and speeches that have been used to rally supporters and influence the opinions of other Americans during struggles for social justice. Ask students to name some examples of such songs, symbols, or speeches not related to the farm workers struggle for improved working conditions. (examples include: We Shall Overcome during the Civil Rights Movement, Over There! during WWI, and magnetic yellow ribbons currently being displayed in support of our soldiers).
  6. Ask students to revisit the sources provided in the activity and create two lists of songs, symbols, and speeches (or quotes from speeches) that served this purpose during the farm workers 1965 - 1970 struggle for social justice. Explain to the students that some songs, symbols, or speeches/quotes from speeches may appear on both lists while others may appear on only one.
    • Create a list of songs, symbols, and speeches or quotes from speeches used to rally the farm workers.
    • Create a list of songs, symbols, and speeches or quotes from speeches used to rally the support of other Americans.
  7. Students should write a brief paragraph explaining their choice of each item.
  8. Ask students to share their answers with the class. Discuss any differences of opinion.