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TEACHING CESAR -- "Respect for All"

Subject:     U.S./1945 to present; SEL: **; Moral-Ethical Emphasis: Respect; Citizenship.

Ages:        16+; 11th and 12th Grades and College Levels

MPAA Rating: R for intense prolonged realistically graphic sequences of war violence, and for language.

Length:      Film: 22 minutes.

This Snippet Lesson Plan is designed to supplement existing lesson plans Cesar Chavez and the United Mine Workers

Learner Outcomes/Objectives:     Students will learn that Cesar Chavez not only demanded better working conditions and pay for farmworkers, but he also sought an end child labor, insisted that women be treated equally in the workplace within the United Farm Worker's Union, campaigned for Gay rights in the 1970s, long before it was popular, and sought an end to the exploitation of animals in the name of science, fashion, sports and food.

Rationale:     It is beneficial for students to have an understanding of what happens to soldiers in battle and the sacrifices made by young Americans to win the Second World War.

Description of the Film Clip:     This film traces the effort of a 10-year-old vegan activist, who happens to be the great grand neice of Cesar Chavez, as she journeys to the Chavez National Monument in Keane, California, to learn about her famous relative. She is gathering information for a Ted X talk.



Learner Outcomes/Objectives
Description of the Snippet
Using the Snippet in Class:
      Suggested Introduction and
             Post-Viewing Comments
      Discussion Questions


Helpful Background:

Respect for all Have students research the child labor laws of their state. What restrictions are there on child labor?
Using the Film Clip in the Classroom

Before watching the film students should know that:

  • This clip is the most realistic version of the landing on Omaha beach on film;
  • The invasion force consisted of British, Canadian, U.S., Free French with contributions from exiles of many countries occupied by the Germans; and
  • German resistance was unexpectedly light, except at Omaha Beach.

Start the clip at the beginning of the film or, three minutes into the film, at the first appearance of the landing craft. Stop when the scene shifts to women in an office.

After the film, tell the class that:

  • Some notable exceptions to authenticity are that there was air support, but it was not as effective as modern-day air-support, and the officers hid their insignia of rank with mud or scarves to avoid being picked off by enemy snipers.
  • German casualties (dead and wounded) on D-Day were around 1,000 men while the Allies lost 4,414 confirmed dead and another 6,500 wounded; however, the Allied effort established the beachheads and, after very hard fighting in the next several weeks, the battle of Normandy ended with a complete Allied victory.
  • The order of battle worked out in advance by the generals was that the troops would be provided with bulldozers and tanks to make a frontal assault on the German beach defenses. The bulldozers and tanks didn't make it to Omaha Beach, and the lieutenants and non-commissioned officers on the ground had to improvise in order to avoid being annihilated. Without orders from their superiors, they infiltrated men behind the German gun emplacements and attacked from the rear. That is how Omaha Beach was cleared of resistance.


Class Discussion Prompt:

Do the men who died on Omaha Beach so that you can live in this country at this time make a claim on you? If so, what is that claim? Suggested Response: A good discussion will include the following: The dead at Omaha Beach and in all the wars that have been fought to protect the country make claims on us all. That claim is to be the best people we can be so that their sacrifice will not have been in vain. That is how we earn their sacrifice. The dead cannot make a claim for vengeance against the Germans who were killing them at Omaha Beach because that will only result in an endless cycle of violence. The way that we can validate their deaths is to earn their sacrifice by the way in which we live our lives.
There are several other ways to ask the question. The answer will be similar. "How do we repay the men and women who have given their lives so that we can enjoy the benefits of living in this country?" or "What is your reaction after seeing the heroism of U.S. soldiers at Omaha Beach and other battles?"
Links to the Internet/Bibliography


Possible Problems for this Snippet:This snippet shows many young men dying in a war zone, dismembered bodies, arterial bleeding, etc.

Why Not Show the Whole Movie?The rest of Saving Private Ryan is not particularly historically accurate and several scenes are horrifically violent. The worst is when, after a struggle, a German soldier looking to be in his 30's overpowers a young GI and lovingly and slowly kills him by pushing a knife into his chest. The two hours and twenty minutes of the movie after the scenes of Omaha beach are beneficial only for the last lines uttered by Captain Miller before he dies when he tells Private Ryan to, "Earn this. Earn it. " Teachers can achieve the same benefit without taking up several hours of class time through the Class Discussion Prompt set out below.

Location on DVD: The clip begins at the start of the film and runs for 29 minutes until the scene shifts to women in an office. Alternatively, the clip start about 3 minutes into the film at the first shot of the beach barriers.

Click here to Set-Up-the-Sub for this lesson.

Select questions that are appropriate for your students.

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This Snippet Lesson Plan written by James Frieden and Deborah Elliott .

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