In this unit students begin to explore the concepts of fairness and justice. Over the course of the unit students are exposed to numerous ordinary people who worked together to overcome injustice and fight for a better future for others. Students will grapple with what it means if something is fair and just, particularly in regard to race, class, gender, and ability. Then students will be challenged to think about the different ways in which people showed courage, patience, and perseverance in order to challenge things that were fundamentally unfair. Over the course of the unit it is our hope that students are able to acknowledge and realize that things aren’t always fair in the world around them, but that doesn’t mean that it always has to be that way. It is our hope that students see that identifying the problem is only the first step and that anyone who has the right mindset and beliefs can inspire others to work together to create a more just future for everyone. Essentially, we hope that this unit begins to plant the seed within our students that they can be activists and take charge of their own lives and communities. No one is too young to inspire change. It is important to note that this unit primarily focuses on big-scale changes. Additional projects and lessons should be added to help students understand how what they learned connects to change on a smaller scale.

In reading, students will continue to work on developing their informational reading strategies, particularly when reading a collection of narrative nonfiction texts. The focus of this unit is on reinforcing and practicing targeted informational strategies in the context of a narrative structure. In particular, students will be pushed to describe the connection between individuals, events, and pieces of information. Students will also be challenged to think about the reasons an author gives to support a point and how those reasons look slightly different in a narrative informational text than in a scientific or history-based informational text.

In writing, students will continue to work on writing responses to the text that provide relevant and accurate information along with some evidence of inferential or critical thinking.

In this unit students study the Civil Rights Movement through the eyes of the youth and children who experienced the struggles, hardships, victories, defeats, and possibilities firsthand. Students will be challenged to analyze the key characteristics shared by children who participated in the Civil Rights Movement, particularly their courage, commitment, bravery, and unending commitment to fighting for the cause. Over the course of the unit students will realize that through community organizing and a strong desire for justice, regular people, especially youth, were able to come together to use a variety of nonviolent tactics to fight for change, even when faced with resistance, oppression, and violence on a daily basis. The stories and experiences in the unit will highlight that the Civil Rights Movement was driven by the heroism of regular people and that anyone can participate in the fight against injustice. It is our hope that this unit, in conjunction with other units from the sequence, will empower students to notice and challenge the injustices, relying on their knowledge of history and the lessons they’ve learned from those who have fought before them.

In this unit students refine their skills as critical consumers of texts by analyzing the point of view from which a text is written and noticing how the point of view influences what and how information is presented to a reader. Students will read multiple accounts of the same topic or event and be challenged to notice the similarities and differences in the points of view they represent and how the author uses evidence and reasons to support a particular point of view. Photographs are an important part of the texts in the unit. Students will be pushed to analyze photographs as a source of information to support an author’s point. Students will also continue to practice determining one or more main ideas of a text and explaining how they are supported by key details, summarizing a text, and explaining the relationship between one or more events or individuals in a historical text. Over the course of the unit students will also be required to access information from multiple sources in order to integrate information and draw conclusions about an event or topic.

This unit continues the yearlong theme of what it means to be a good person in a community by pushing students to think about how the lessons and morals from traditional stories and folktales connect to their own lives and communities. The unit launches by listening to the book A Story, A Story, in which students see the power of storytelling not only for entertainment, but also for learning valuable life lessons. Over the course of the unit, students will explore lessons and morals about hard work, happiness, friendship, honesty, and humility. Through discussion and writing, students will be challenged to connect their own lives with the sometimes-abstract lessons and stories in order to build character and a strong community. It is our hope that this unit, in connection with other units in the sequence, will help students internalize the idea that we not only learn from our own experiences, but we also learn and grow by hearing the experiences of others.

In reading, this unit builds on the foundation set in unit 1. Students will continue to practice asking and answering questions about key details in partners, individually, and in discussion, although questions will require a deeper and more nuanced understanding of the text than in unit 1. Students will learn to use the text and illustrations to both identify the setting of a story and think about why the setting is important to the story. Students will also be pushed to deeply analyze characters traits, actions, and feelings and how those change and evolve over the course of the story. Once students have a deep understanding of the setting and character motivation, students will grapple with figuring out the lessons the characters learn and how they learn them. Finally, in this unit students will begin to notice the nuanced vocabulary authors use to help a reader visualize how a character is feeling or acting.

In writing, students will continue to write daily in response to the text. The focus of this unit is on ensuring that students are answering the question correctly and using correct details from the illustrations and text to support their answer.

This unit serves as a foundation for understanding the way in which the American government was formed and the way it is structured. The unit has three main sections. In the first section, students learn about the functions of government, the three main branches of government, and how the branches work together to meet the ever-changing needs of our country. In this section students will be challenged to think about how government is useful to its citizens and about the key powers of each branch. In the second section, students explore elections and how people become elected officials. Students also explore the women's suffrage movement, why women couldn't vote before 1920, and what changes brought about women's suffrage in the United States. Finally, in the third section, students read biographies of a few courageous individuals who overcame racism, sexism, and hardships to prove that they deserved a spot in government and that they would do whatever it takes to fight for and push for change. During this final section, students will be challenged to think about how the actions of others can inspire us to drive for change, especially in the current political climate.

This unit expands on the work done in units 1 and 2 to build reading skills. Students will continue to develop their skills as critical consumers of a text by annotating for main idea and details that support the main idea of a text, summarizing sections of a text, explaining the connection between ideas and concepts, interpreting information presented through different text features, and describing the structure of different paragraphs. In this unit students will also be challenged to think about how an author uses evidence and reasoning to support particular points or ideas in a text. They will also be challenged to integrate information from one text with information they learn in another text about the same topic.

In this unit second graders explore different habitats (forest, desert, water, rainforest, and wetland) and investigate how different plants and animals survive in each the habitat. Rather than just learning facts about the habitats, students examine come to understand the connection between parts of each habitat and how those connections are crucial for survival. Using the Next Generation Science Standards as a guide, students are challenged to use the information they learn about different habitats to compare how different plants and animals depend on their surroundings and other living things to meet their needs. Students will also be challenged to compare the differences in the kinds of living things that are found in different areas and why those differences exist. This unit builds on the first grade Animals unit, in which students learned about different types of animals and their characteristics, and prepares students for a third grade unit in which they will analyze animal adaptations with regard to animal habitats.

This unit uses the Bobbie Kalman Introducing Habitats series as mentor texts. These texts were chosen because of their clear representations of the different habitats and their accessibility. The texts in this unit support student understanding of key genre features while also allowing multiple opportunities to develop fluency. Over the course of the unit the majority of heavy thinking and analysis should be on students. By the end of the unit, students should have a deeper understanding of key components of informational texts, and students should be able to transfer those understandings to other complex informational texts.

Students will also write daily in response to the text, with a focus on making a correct claim to answer the question. Students will also begin writing longer informational texts in which they synthesize and teach back the content they are learning about the different habitats.

In this unit, students learn about United States history by reading the core text, Heart and Soul: The Story of America and African-Americans, and excerpts from Let It Shine: Stories of Black Freedom Fighters and Hand in Hand: Ten Black Men Who Changed America. Throughout the unit, students grapple with the discrimination and broken promises African Americans faced, paired with the endless determination and perseverance that fueled countless triumphs to overcome unfair and unjust treatment. Through a study of slavery up through the civil rights movement, students will be challenged to think critically about different events, influential people, and how they have had a lasting impact on the America we know today. This is incredibly important for helping students not only understand America’s past, but also to understand the realities of America’s present. It is our goal that this unit, combined with others in the curriculum, will inspire a passion within students to stand up for what is right and to fight for civil rights in order to attain equality and justice for all human beings, regardless of race. The goal of this unit is not depth; rather, the focus is more on exposure and building student understanding of the history behind the civil rights movement while simultaneously building a sense of empowerment and empathy. In fifth grade, students will study the civil rights movement in depth, learning about a wider variety of influential leaders, groups, and events, especially those in which youth advocacy and fight inspired and drove change. It is our hope that the combination of both units will equip students with the tools necessary to begin to challenge injustice in their own lives.

The unit requires students to deeply analyze a text to see how an author develops different ideas and points using vivid evidence in both the text and illustrations. Students will analyze author’s word choice, the different details an author includes, and the way in which an author presents information in order to build a deeper understanding of the time period and the text. Students will also be challenged to carry information across multiple texts in order to build a deeper understanding of content and themes.

This unit connects with the third grade Social Studies Unit 1, Ancient Rome. In the Social Studies unit, students study and learn about the values and beliefs of the ancient Roman Empire. In this literature unit, students begin to see the role that myths, gods, and storytelling had in ancient Rome by reading a collection on Roman myths. While reading the myths, students will be challenged to think about how the myths illustrate and show the beliefs and customs of the Roman Empire. Students will also be challenged to think what the myths teach about retaliation and generosity.

In reading and writing, this unit focuses on helping readers solidify their understanding of the connection between recounting stories, determining a central message, and using details to explain how the central message is conveyed. Through multiple readings of the same myths, students will be able to analyze and discover the way in which messages are developed. Students will then be pushed to articulate this understanding both orally and in writing. Rereading the same myth multiple times also supports students fluency and vocabulary development.

In this science/history-based unit, students learn about the history of the earth by studying fossils and dinosaurs. In the first part of the unit, students learn about how fossils are formed and how paleontologists study fossils in order to learn about ancient history. In the second part of the unit, students study what makes dinosaurs unique and fascinating creatures by learning about various species of dinosaurs and how they adapted in order to meet their basic needs for survival. Students will also be challenged to think about what earth was like at the time of the dinosaurs and how learning about dinosaurs helps them better understand the earth’s history. In the last part of the unit, students read a collection of fiction texts, each with a unique perspective on what happened to the dinosaurs and if dinosaurs really are extinct. In this part of the unit, students should be pushed to use what they have learned from the informational texts in order to confirm or deny the statements the author makes in the fiction texts.

In reading, this unit exposes students to both informational and fiction texts. When reading informational texts, students will focus on explaining the connection between two or more pieces of information in a text, particularly in regard to retelling how fossils are formed or how scientists uncover fossils. Students will also be pushed to describe the relationship between the illustrations and the text in which they appear, specifically describing what new or additional information they learn from reading the illustrations. Additionally, students will continue to practice determining the main topic of a text and asking and answering questions about unknown words. When reading fiction texts, students will focus on retelling the story and making connections between the story and the facts they’ve learned from the informational texts.

In writing, students will continue to write daily in response to the text. Written responses should focus on including an inference or critical thinking that shows understanding of the text and/or question and on using more words than pictures to communicate the answer to a question. This unit also includes two longer writing assignments: one research writing assignment and one narrative writing assignment.

There are currently three million Indigenous people, from more than five hundred federally recognized Indigenous nations, living in the United States. Since 1492 and the arrival of the first European explorers, Indigenous people's land has been violently seized, leading to a devastating decline in population and the striping away of key aspects of Indigenous culture. It is impossible to synthesize the diverse history and culture of Indigenous people into one unit, but it is important for students to understand that Indigenous people have been, and still are, an important part of our country's history and future. Therefore, this unit has a few focuses. The first focus is on providing students with an overarching understanding of Indigenous people and their history, using the book The People Shall Continue as a guide. After reading the text, students will participate in a guided research project to learn more about an Indigenous nation near where they live. The second part of the unit focuses on different Indigenous people who have worked hard and overcome hardships to create equal opportunities and experiences for Indigenous people today. After reading a few biographies as a class, students will research additional Indigenous heroes to learn more about their achievements, sacrifices, and passions. The goal of the second part of the unit is to shine a light on key Indigenous figures and emphasize the idea that Indigenous people have been and always will be an important part of our country.

In this unit, second graders learn about insects and the impact insects have on the natural world. Building on what students learned in Unit 1 about habitats, they will explore how different insects rely on the environment, or habitat in which they live, for survival. Through this exploration, students will learn the unique characteristics of insects, how insects can be both beneficial and destructive, and the stages of an insect’s life cycle. By the end of the unit, students will have a deeper understanding of and appreciation for the beauty of the insect world.

This unit is comprised of predominantly shared reading experiences to help students practice different reading strategies and skills. Building on unit one, students will continue to be inquisitive, active consumers of texts by asking and answering questions, and they will continue to deepen their understanding of the role text features and illustrations play in helping a reader better understand the content of a text. Students will also begin to explore the connections between scientific ideas and concepts using cause-and-effect language and will continue to strengthen their habits of discussion as they debate and analyze key ideas of the unit.

In this unit students meet Joey Pigza, a loving boy with attention deficit hyperactivity disorder (ADHD), in the core text Joey Pigza Swallowed the Key. The novel, written in Joey’s point of view, gives readers a glimpse into Joey’s mind and shows what the life of a child with ADHD can be like. The novel is heartbreaking at times and vividly shows how much of a struggle it is for someone with ADHD to behave and do the right thing when they cannot get their body to listen. Over the course of the novel, students see firsthand how having ADHD not only influences the way Joey feels about himself but also the way that others interact with him, both positively and negatively. It is our hope that this unit will begin to raise awareness and understanding of ADHD and how to cope with it, both in and out of the classroom. It is also our hope that this unit will begin to humanize things that are hurtful and help in continuing to strengthen our students’ understanding of empathy and the importance of being empathetic towards others. It is important to note that this book is fictional and told by an often-unreliable narrator. Therefore, in order to ensure that students get the correct impression and understanding of ADHD, special education, and the role of medication, discussions will need to be included throughout the entire unit that challenge and elaborate on what Joey shares in the text. Without these conversations, students could leave the unit with misunderstandings that could potentially reinforce the stereotypes and stigma assigned to people with ADHD and other disorders.

This novel allows students to genuinely connect with a character and fully immerse themselves in the mind of a character. Therefore, the main focus of this unit is on deeply understanding character, character relationships, and how relationships can both positively and negatively impact the way a character views himself or herself. The author, Jack Gantos, includes a lot of incredibly powerful descriptive and figurative language to help readers connect with Joey. Therefore, another focus of this unit is on analyzing the author’s use of figurative language and description, and noticing how it deepens a reader’s understanding of characters and plot.

In this unit students learn about making mistakes, honesty, and the power of forgiveness by reading the core texts Freckle Juice and Keena Ford and the Second-Grade Mix-Up. In Freckle Juice, students explore what peer pressure is and the ways in which people can influence the decisions that we make. In Keena Ford and the Second-Grade Mix-Up, students explore what it means to be honest, especially when it may seem difficult to tell the truth. Students will also explore the value of friendship and how jealousy can sometimes come between friends. Andrew in Freckle Juice and Keena Ford are both highly relatable characters who are struggling with issues that are common in second grade. Therefore, these books will give students a chance to grapple with and explore the nuances of peer pressure, honesty, friendship, and jealously in a non-threatening way.

For readers, this unit begins the transition from early chapter books that have an equal balance of words and pictures into chapter books where the picture support is removed. Therefore, over the course of the unit students will work on using the strategies they have learned to help build stamina in order to read longer texts. Besides building stamina, there are a few main focuses of the unit. One is on deeply understanding characters, including character motivations, perspectives, and relationships. Keena Ford shares lots of insight into how and why she does the things that she does, which will make it easier for students to internalize what it means to notice and track character over the course of a longer text. Another focus is on holding onto the plot across multiple chapters. This is the third chapter book that students will be reading, but the plot of this text is slightly more nuanced. Finally, students should continue to work on using context to figure out the meaning of unknown words and using the illustrations to deepen their understanding of the text.

As writers, students will continue to work on writing strong, focused text-based answers in response to the text. In this unit students will be pushed to include inferential and critical thinking to support their answers. They will also begin to use transition words as a way to support organizational structure and evidence. All grammar Focus Correction Areas in this unit are a review; therefore, students should be receiving weekly individualized feedback.

In this unit students study the California migrant farm workers’ fight for justice. Lead by Cesar Chavez and Dolores Huerta, this time period is often referred to as the start of the Latino civil rights movement. Over the course of the unit students will explore what life was like for migrant farm workers in the 1960s and the barriers that prevented them from obtaining better wages and equitable working conditions. Students will then learn about how the farm workers were able to band together under the leadership of Larry Itliong, Cesar Chavez, and Dolores Huerta to launch a multi-year movement focused on using nonviolent tactics as a way of making meaningful, long-lasting change. In particular, students will analyze how different types of nonviolent protests (boycotts, pickets, marches, strikes, and fasting) helped educate the public and influence change. Understanding the history of migrant farm workers and their struggle for justice is important for helping students understand the world around them. It is important to note that this unit is based in history. Many of the ideas and concepts in this unit are connected to current events; however, the focus of the unit is on this period in history.

In reading, this unit helps students continue to build their informational reading skills. Over the course of the unit students will be pushed to think about the connection between two or more historical events and people. Unlike previous units, this unit contains a variety of primary sources and videos that require students to use different reading and speaking and listening strategies in order to synthesize and summarize key ideas.

Natural disasters such as volcanoes, earthquakes, hurricanes, and wildfires happen all over the world. Understanding how natural disasters happen and why helps children feel less anxious and more prepared. Therefore, this unit focuses on teaching students the science behind each natural disaster while also explaining what to do if they live in an area prone to a particular natural disaster. Over the course of the unit, students hear about many famous natural disasters, but the unit places more of an emphasis on how the disasters happen rather than exploring the devastation or destruction caused by previous natural disasters. The unit provides many opportunities for students to learn more about recent natural disasters, including a culminating research project.

The texts in this unit were chosen because of their wide variety of text features, content, and accessibility. Over the course of the unit, students will read texts that are very technical and rely heavily on text features, diagrams, and illustrations, as well as texts that are written as informational narratives. Students will be challenged to think about the structures the authors use to help the reader interact with and learn the content. Additionally, students will learn the importance of referring to specific details from the text and using those details to explain and teach back the newly learned material. This unit serves as the foundation for building strong reading habits and routines and setting high expectations for text consumption. Clear models should be included in the unit to help students build a deeper understanding of how to actively read and annotate informational texts for key ideas, text features, and vocabulary. This unit also serves as a launching point for strong discussions. Students will frequently be challenged to debate questions from the text; therefore, strong habits of discussion need to be introduced over the course of the unit.

In this unit, students explore the meaning of family, community, and identity by reading the core text One Crazy Summer. Through the eyes of eleven-year-old Delphine, readers experience life in Oakland, California, in 1968, the height of the Black Panther movement. Delphine and her two younger sisters, Vonetta and Fern, spend a summer in Oakland visiting their estranged mother who sends them to spend their days at a camp run by the Black Panthers. Over the course of the summer, the girls learn about what it means to be part of a revolution, what the Black Panther Party was fighting for, and why the Black Panther Party was important during this time period. Through it all, they build confidence in themselves and their relationships with others as they learn to challenge and respond to social issues in the community. It is our hope that this unit, in conjunction with others in the series, will help students understand the way experiences shape our identities and beliefs, and how children can help bring about change in the community.

In reading, this unit continues to build on reading strategies and skills covered in previous units. It is assumed that students are able to quote or paraphrase accurately from the text, interpret figurative language, and summarize sections of the text. These skills should continue to be spiraled throughout the unit; however, the main focuses for this unit are determining theme and analyzing how it is developed over the course of the novel or poem, analyzing point of view and the impact it has on the way events are portrayed, and comparing characters and their responses to situations.

In this unit, students grapple with common second grade themes through reading the easily relatable series Pinky and Rex. Through connecting with Pinky and Rex, students will learn that it’s okay to be different and to be proud of who they are, no matter what others may think. Students will also learn about what it truly means to be a good friend and how friends can support and stick up for one another in a variety of ways. They will also see that it’s okay for boys and girls to be friends, even best friends. This unit builds onto multiple units from first grade in which students learned what it means to be a good friend and a good person. It is our hope that this unit deepens the understandings developed in previous grades by giving students characters to connect with. These connections are especially important for students who are struggling with some of the same issues and aren’t sure how to process or talk about them.

In reading this unit is a transition from units that were predominately read aloud into a unit that is almost entirely shared or independent reading. Pinky and Rex are perfect texts for second graders, not only because of the important themes they teach but because of the way in which James Howe develops character and plot over the course of the series. As readers, students will be challenged to notice the descriptive details James Howe includes to show how characters feel in response to different problems and challenges. They will also be challenged to notice how a character’s dialogue shows what they are truly feeling and how the different “said” words James Howe includes deepens that understanding. Students will also begin to analyze why certain words in a text are written in italics and what that shows about how a character is feeling. This deep dive into character will allow students to truly understand the characters and the lessons that they are learning. By reading four books in the series, students will also have the chance to see how characters develop over the course of multiple texts. By the fourth text, students will have a deeper, more nuanced understanding of all three characters.

In this unit, students explore how plastic pollution is choking the world’s oceans. Students learn about the history of plastic, how plastic ends up in the ocean, how plastic in the ocean impacts the ecosystem, and why it’s so hard to remove plastic from the ocean once it’s there. In the second half of the unit, students explore a variety of solutions for reducing plastic waste and reducing the amount of plastic that ends up in the ocean. Students will learn about large policy-based changes that can be made and also explore smaller voluntary actions they can take that will make a difference. Finally, students end the unit doing a research project aimed at educating others about the dangers of plastic and its impact on the environment.

In reading, this unit serves as the foundational informational unit of the year. Students will be challenged to explain the relationship between two or more scientific ideas, determine the meaning of domain-specific words, and understand the reasons and evidence the author uses to support a particular point. Since this is the first informational unit, routines and procedures for active annotation, discussion, and writing about reading should be introduced so that students are able to show understanding of the text and standards in multiple modes.

In this unit, students explore the power of reading and writing around the world. Over the course of the unit, students will grapple with and explore the power involved with education and reading, and why so many people across the world seek the power to read. Students will also discover that not all people have equal access to education and that in many places receiving a high-quality education is not an easy feat. As a connection to the informational unit on continents, when the setting is clearly defined by the author either in the author’s note or directly in the text, make sure to reference it and challenge students to notice features of the culture or country. It is important to note that many of the texts in this unit are fiction; therefore, large generalizations about an entire culture or country should not be made based on the books alone. Students should, however, be challenged to think about the ways in which the author portrays the characters’ struggles and desire for education and what we can learn from the characters’ experiences. It is our hope that this unit, in connection with other units in the sequence, will begin to open students’ eyes to the world around us and the ways in which values are similar and different around the world.

In reading, it is assumed that students are inquisitive consumers of the text and are able to retell stories, including key details, using both the illustrations and words as a guide. Therefore, in this unit students will be pushed further to notice more nuanced central messages, particularly related to the idea of education and reading. Students will also be pushed to notice the words and phrases an author includes to suggest feeling and appeal to the senses. In Unit 3, students were exposed to the skill of compare and contrast by comparing and contrasting similar versions of the same story. In this unit, students will be pushed to the next level by comparing and contrasting more nuanced experiences and messages across multiple stories.

In writing, students will continue to write daily in response to the text. In every piece of writing, students should be expected to correctly answer the question and provide details from the text to support their answer. In this unit, students will begin to learn how to explain their evidence and thinking in a way that shows a deeper understanding of the question or text. By the end of the unit, most students should be able to score a 3 on the Reading Response rubric.

This unit challenges students to view history with a critical lens, and to notice how there is always more than one side to a story. The unit begins with the Mayflower and helps students develop an understanding of why so many colonists decided to leave England and travel to the New World. Students will explore the hardships faced by the colonists, both on the ship and once they arrive in the New World, and how the colonists persevered and relied on the geography and environment to meet their needs. Students will then learn about the Wampanoag, the people who were on the land before the Pilgrims arrived. They will learn about what the Wampanoag valued, how they viewed the Pilgrims, and how the arrival of explorers and settlers negatively influenced their tribe. Then students will be pushed to analyze what really happened at the first Thanksgiving, and whose story is being told. Students will realize that the traditional story of the first Thanksgiving contains many myths that don't accurately reflect the Wampanoag and what really happened in 1621.

In this unit, students begin to explore the complexity of immigration and immigrant rights by reading the core text Return to Sender. Through the eyes of two children, Return to Sender highlights the challenges of life for Mexican laborers in Vermont and the way in which stereotypes about undocumented workers are formed. Through the eyes of Tyler, the farm owner’s son, students witness the internal struggle surrounding what makes something right or wrong, particularly in regard to if the family should hire undocumented workers even though without them the beloved family farm would need to be sold. They also see how the stereotypes Tyler believes about Mexican workers are broken down through his relationships with the Cruz family. Through the eyes of Mari, the daughter of an undocumented worker, students witness the daily challenges and barriers undocumented workers face in the fight for a better life and future. As Tyler and Mari develop a friendship, readers are pushed to think critically about the arguments on both sides of the debate surrounding Mexican and other laborers in Vermont, and the way in which friendships across lines of diffference can help dismantle stereotypes.

It is important to note that the scope of this unit is intentionally narrow. Immigration, particularly undocumented immigration, is an incredibly complex issue. This unit serves as an entry point. It is our hope that this unit begins to humanize a controversial topic and inspires students to question things beyond their own world and fight for their own view of what is right. To build a deeper understanding of the nuances and history of migrant workers in the United States, we recommend that this unit is paired with the social studies unit on Cesar Chavez and the migrant workers’ fight for justice and equity.