1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark HS.1 Define philanthropy to include giving and sharing; volunteering; and private individual action intended for the common good. Explain how a volunteer individual/group can act for the common good.
    2. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark HS.6 Describe how the civil society sector is often the origin of new ideas, projects and innovation and social renewal.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark HS.4 Describe and give examples of characteristics of someone who helps others.
      2. Benchmark HS.5 Describe civil society advocacy organizations and their relationship to human rights.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark HS.1 Analyze philanthropic traditions of diverse cultural groups and their contributions to civil society.
      2. Benchmark HS.7 Identify and give examples of the important roles women and minorities have played in the civil society sector in history.
    3. Standard PCS 03. Philanthropy and Economics
      1. Benchmark HS.4 Give examples of how civil society sector giving by individuals and corporations can impact communities.
    4. Standard PCS 05. Philanthropy and Government
      1. Benchmark HS.11 Discuss why organizations in the civil society sector work to protect minority voices.
      2. Benchmark HS.12 Explain why private action is important to the protection of minority voices.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark HS.10 Identify reasons why historic figures acted for the common good.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 03. Providing Service
      1. Benchmark HS.1 Provide a needed service.
Art as Advocacy

The learners will view works of art that advocate for social change. They will recognize that art can influence social change. The learners will select an issue of human rights and create a work of art that represents the issue. They will write a paragraph of explanation about their work.

Duration: 
PrintOne Fifty-Five Minute Class Period
Objectives: 

The learner will:

  • analyze art related to the historic contributions of César E. Chávez, Dolores Huerta and the United Farm Workers
  • brainstorm human rights issues
  • create art as advocacy and write a description of the artwork
Materials: 
  • Teacher's resource: handout: Information about César Chávez
Bibliography: 
Instructions: 
Print
  1. Anticipatory Set: Teacher's Note: Prior to the lesson locate copies of the two pieces of artwork needed for the Anticipatory set. See Biographical References for suggested sources. Show the class the two works of art: "Humanscape NO.65" by Melesia Casas at and “Sun Maid Raisins” by Ester Hernández. Arrange the class into small groups to brainstorm these questions using their prior knowledge: What do they think these works of art may be about? What problem is being addressed? What ethnic group is involved? What philanthropists/activists do they know about who were involved in addressing the problem portrayed in “Humanscape NO.65” by Casas and “Sun Maid Raisins” by Hernández?

  2. As a whole class, ask students to share the answers to the questions.

  3. Tell the students that these works were created to support the work of César Chávez, Dolores Huerta and the United Farm Workers. If necessary, briefly tell the students about the advocacy of César Chávez (See Attachment One for teacher information), and about the two works of art and their connection to the United Farm Workers.

  4. Teacher Note: Background information about the two works by Latino artists: “Humanscape” is a picture of a farm worker under the protective covering of the United Farm Workers flag. The red flag has a black Aztec eagle on it and the words, “!Si Se Puede!” meaning, “Yes We Can!” César Chávez said about the flag, “A symbol is an important thing. That is why we chose an Aztec eagle. It gives pride . . . When people see it they know it means dignity.”

    Ester Hernández grew up in the San Joaquin Valley of California, where she unknowingly bathed in and drank polluted water and worked in an environment contaminated by pesticides. Questions about the effects of pesticides on agricultural workers prompted her to create Sun Maid Raisins.

  5. Tell students that artists, both visual artists and musicians, often comment on human rights issues through their artwork. Ask if they can name some examples of musicians/song writers as examples.

  6. Ask the students to brainstorm a list of school or community human rights issues that are a source of concern to them or their family and neighbors? How would you dramatize the issue through a work of art or poster?

  7. Distribute drawing paper and art supplies. Allow the students to work as individuals or pairs to create a work of art or poster that graphically displays a human rights issue. A brief explanation should accompany the work. (If these works are to be used as a card for the Valentine’s Day event, an 8 ½ by 11 sheet of paper could be folded in half, with the illustration on the front of the card and the explanation on the back of the card.

Reflection: 

Have each student write a one or two sentence response to at least three of the following prompts:

  1. During this service project, I learned how to…
  2. During this service project, changed my mind about…
  3. During this service project, I was feeling…
  4. During this service project I thought ….
  5. During this service project I was hoping that…
  6. During this service project I became convinced of…

Encourage the students to share their responses to the prompts they selected and have them look for similarities and differences in the responses of others. Conclude this activity by having students come up with three or four single words that reflect the majority of responses given to each prompt.  Write these words on the display board. Have the students share why it might be difficult to ‘put into words’ what they experienced during this service project.