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  <id>http://herb.ashp.cuny.edu/items/browse?output=atom</id>
  <title><![CDATA[HERB: Resources for Teachers]]></title>
  <subtitle><![CDATA[Primary resources, classroom activities, graphic organizers and lesson plans produced by the American Social History Project designed for use in K-12 classrooms.]]></subtitle>
  <author>
    <name><![CDATA[ASHP]]></name>
  </author>
  <rights><![CDATA[2009]]></rights>
  <updated>2013-06-19T07:38:54-04:00</updated>
  <generator>Omeka</generator>
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  <entry>
    <id>http://herb.ashp.cuny.edu/items/show/2050</id>
    <title><![CDATA[Teaching Historical Thinking and the Common Core chart (Grades 6-8)]]></title>
    <summary><![CDATA[This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 6, 7, and 8.]]></summary>
    <updated>2013-06-18T09:18:21-04:00</updated>
    <link rel="alternate" type="text/html" href="http://herb.ashp.cuny.edu/items/show/2050"/>
    <link rel="enclosure" href="http://herb.ashp.cuny.edu/archive/files/472480bcf2b15ea47fabdd53108ac5c1.pdf" type="application/pdf" length="88574"/>
    <category term="Common Core Reading"/>
    <category term="Common Core Writing"/>
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    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
                                    <div class="element-text">Teaching Historical Thinking and the Common Core chart (Grades 6-8)</div>
                    </div><!-- end element -->
            <div id="dublin-core-description" class="element">
                                    <div class="element-text">This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 6, 7, and 8.</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
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                    <div id="dublin-core-begindate" class="element">
                                    <div class="element-text">2013</div>
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                                    <div class="element-text">2</div>
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            <div id="dublin-core-new-relation" class="element">
                                    <div class="element-text"><a href="2049">Teaching Historical Thinking and the Common Core Chart (Grades 11-12)</a><br /></div>
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        </div><!-- end element-set -->]]></content>
  </entry>
  <entry>
    <id>http://herb.ashp.cuny.edu/items/show/2049</id>
    <title><![CDATA[Teaching Historical Thinking and the Common Core Chart (Grades 11-12)]]></title>
    <summary><![CDATA[This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 11 and 12.]]></summary>
    <updated>2013-06-18T09:18:39-04:00</updated>
    <link rel="alternate" type="text/html" href="http://herb.ashp.cuny.edu/items/show/2049"/>
    <link rel="enclosure" href="http://herb.ashp.cuny.edu/archive/files/218109393b80f155c450095e9e7d573e.pdf" type="application/pdf" length="92249"/>
    <category term="Common Core Reading"/>
    <category term="Common Core Writing"/>
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    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
                                    <div class="element-text">Teaching Historical Thinking and the Common Core Chart (Grades 11-12)</div>
                    </div><!-- end element -->
            <div id="dublin-core-description" class="element">
                                    <div class="element-text">This chart presents historical thinking questions, historical thinking skills, and Common Core reading and writing skills that teachers should consider when planning activities and tasks for students in grades 11 and 12.</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
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                    <div id="dublin-core-begindate" class="element">
                                    <div class="element-text">2013</div>
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                                    <div class="element-text">2</div>
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                                    <div class="element-text"><a href="2050">Teaching Historical Thinking and the Common Core chart (Grades 6-8)</a><br /></div>
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        </div><!-- end element-set -->]]></content>
  </entry>
  <entry>
    <id>http://herb.ashp.cuny.edu/items/show/2048</id>
    <title><![CDATA[By the Numbers: White and African-American Women Workers]]></title>
    <summary><![CDATA[This worksheet helps students analyze statistics about the labor force participation of white and African-American women in the decades before, during, and after WWII.]]></summary>
    <updated>2013-06-18T09:07:30-04:00</updated>
    <link rel="alternate" type="text/html" href="http://herb.ashp.cuny.edu/items/show/2048"/>
    <link rel="enclosure" href="http://herb.ashp.cuny.edu/archive/files/5df69dff3335dc2f569c460504c92478.pdf" type="application/pdf" length="159708"/>
    <category term="Common Core Reading"/>
    <category term="Gender and Sexuality"/>
    <category term="Rosie the Riveter"/>
    <category term="Work"/>
    <category term="World War II"/>
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    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
                                    <div class="element-text">By the Numbers: White and African-American Women Workers</div>
                    </div><!-- end element -->
            <div id="dublin-core-description" class="element">
                                    <div class="element-text">This worksheet helps students analyze statistics about the labor force participation of white and African-American women in the decades before, during, and after WWII.</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
                    <div id="dublin-core-begindate" class="element">
                                    <div class="element-text">2013</div>
                    </div><!-- end element -->
                    <div id="dublin-core-primary" class="element">
                                    <div class="element-text">2</div>
                    </div><!-- end element -->
            <div id="dublin-core-new-relation" class="element">
                                    <div class="element-text"><a href="1238">Occupational Shifts of Women in the Workforce by Race, 1910-1960</a><br /><a href=" 1369">Active Viewing: The Life and Times of Rosie the Riveter</a><br /></div>
                    </div><!-- end element -->
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    <h2>Worksheet Item Type Metadata</h2>
        <div id="worksheet-item-type-metadata-text" class="element">
                                    <div class="element-text"><p>This worksheet aligns to Common Core Literacy Standards in History/Social Studies:</p>
<p>&bull; RHSS.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.</p></div>
                    </div><!-- end element -->
        </div><!-- end element-set -->]]></content>
  </entry>
  <entry>
    <id>http://herb.ashp.cuny.edu/items/show/2047</id>
    <title><![CDATA[Analysis Worksheet: “I’m Proud...My Husband Wants Me to Do My Part”]]></title>
    <summary><![CDATA[This worksheet helps students analyze a poster created by the U.S. government during World War II that encourages women to take factory jobs.]]></summary>
    <updated>2013-06-18T09:07:19-04:00</updated>
    <link rel="alternate" type="text/html" href="http://herb.ashp.cuny.edu/items/show/2047"/>
    <link rel="enclosure" href="http://herb.ashp.cuny.edu/archive/files/50a10e11df597b5b884bae4748ed95cf.pdf" type="application/pdf" length="172708"/>
    <category term="Common Core Reading"/>
    <category term="Gender and Sexuality"/>
    <category term="Rosie the Riveter"/>
    <category term="Work"/>
    <category term="World War II"/>
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    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
                                    <div class="element-text">Analysis Worksheet: “I’m Proud...My Husband Wants Me to Do My Part”</div>
                    </div><!-- end element -->
            <div id="dublin-core-description" class="element">
                                    <div class="element-text">This worksheet helps students analyze a poster created by the U.S. government during World War II that encourages women to take factory jobs.</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
                    <div id="dublin-core-begindate" class="element">
                                    <div class="element-text">2013</div>
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                    <div id="dublin-core-primary" class="element">
                                    <div class="element-text">2</div>
                    </div><!-- end element -->
            <div id="dublin-core-new-relation" class="element">
                                    <div class="element-text"><a href="1217">"I'm Proud... My Husband Wants Me To Do My Part"</a><br /></div>
                    </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Worksheet Item Type Metadata</h2>
        <div id="worksheet-item-type-metadata-text" class="element">
                                    <div class="element-text"><p>This worksheet aligns to Common Core Literacy Standards in History/Social Studies:</p>
<p>&bull; RHSS.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.</p>
<p>&bull; RHSS.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).</p></div>
                    </div><!-- end element -->
        </div><!-- end element-set -->]]></content>
  </entry>
  <entry>
    <id>http://herb.ashp.cuny.edu/items/show/2046</id>
    <title><![CDATA[Vocabulary for Farmworkers and the Struggle for Economic Justice]]></title>
    <summary><![CDATA[These words and phrases (some in Spanish) are used as part of the Farmworkers and the Struggle for Economic Justice activity, which includes portions of the documentary <em>The Fight in the Fields: Cesar Chavez and the Farmworkers' Struggle</em>.]]></summary>
    <updated>2013-06-10T13:57:08-04:00</updated>
    <link rel="alternate" type="text/html" href="http://herb.ashp.cuny.edu/items/show/2046"/>
    <category term="farmworkers"/>
    <category term="Labor Activism"/>
    <category term="Reading Supports"/>
    <content type="html"><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
                                    <div class="element-text">Vocabulary for Farmworkers and the Struggle for Economic Justice</div>
                    </div><!-- end element -->
            <div id="dublin-core-description" class="element">
                                    <div class="element-text">These words and phrases (some in Spanish) are used as part of the Farmworkers and the Struggle for Economic Justice activity, which includes portions of the documentary <em>The Fight in the Fields: Cesar Chavez and the Farmworkers' Struggle</em>.</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
                    <div id="dublin-core-begindate" class="element">
                                    <div class="element-text">2013</div>
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                    <div id="dublin-core-primary" class="element">
                                    <div class="element-text">2</div>
                    </div><!-- end element -->
            </div><!-- end element-set --><div class="element-set">
    <h2>Worksheet Item Type Metadata</h2>
        <div id="worksheet-item-type-metadata-text" class="element">
                                    <div class="element-text"><p><strong>activist</strong>: someone who works with others to achieve social change</p>
<p><strong>agitators</strong>: people who urge others to protest or rebel allies: people who support a movement, but are not directly affected</p>
<p><strong>AWOC</strong>: Agricultural Workers Organizing Committee of Filipino farmworkers</p>
<p><strong>boycott</strong>: refuse to spend money on a product or service, or at a place of business</p>
<p><strong>&ldquo;campesino&rdquo;</strong>: Spanish word for farmer or farmworker</p>
<p><strong>&ldquo;corridos&rdquo;</strong>: Mexican folk songs that usually describe aspects of the immigrant experience</p>
<p><strong>&ldquo;esquirola&rdquo;</strong>: Spanish term for scab worker (see below)</p>
<p><strong>&ldquo;la huelga&rdquo;</strong>: Spanish term for strike</p>
<p><strong>&ldquo;la causa&rdquo;</strong>: Spanish term for the cause; how farmworkers involved in the strike and boycotts referred to their struggle</p>
<p><strong>liberation</strong>: freedom from oppression militant: aggressive in support of a political or social cause</p>
<p><strong>radical</strong>: fundamental changes to social structures and values</p>
<p><strong>Reds</strong>: Communists, radicals</p>
<p><strong>reform</strong>: movements seek to change or modify existing laws and practices</p>
<p><strong>scabs</strong>: workers hired to replace workers who go out on strike</p>
<p><strong>social movement</strong>: any formal or informal organization of people who are actively trying to change society</p>
<p><strong>strategy</strong>: overall approach you take in your efforts to reach a goal</p>
<p><strong>strike</strong>: refuse to work in an effort to improve wages, working conditions, or benefits</p>
<p><strong>tactic</strong>: specific action you take toward achieving a goal</p>
<p><strong>target</strong>: a person or institution responsible for the problem; who or what the movement is trying to change</p>
<p><strong>United Farmworkers of America</strong>: a labor union created in 1966 when the Agricultural Workers Organizing Committee (AWOC) merged with the National Farm Workers Association (NFWA).</p></div>
                    </div><!-- end element -->
        </div><!-- end element-set -->]]></content>
  </entry>
  <entry>
    <id>http://herb.ashp.cuny.edu/items/show/2043</id>
    <title><![CDATA[Analysis Worksheet: &quot;Migratory Mexican Field Worker&#039;s Home&quot;]]></title>
    <summary><![CDATA[This worksheet helps students to analyze a photograph taken by Dorothea Lange in 1937 for the federal government&#039;s Farm Security Administration.]]></summary>
    <updated>2013-06-05T13:46:56-04:00</updated>
    <link rel="alternate" type="text/html" href="http://herb.ashp.cuny.edu/items/show/2043"/>
    <link rel="enclosure" href="http://herb.ashp.cuny.edu/archive/files/b2056da1b0e8309ef43b61c18ba91ade.pdf" type="application/pdf" length="143890"/>
    <category term="Dorothea Lange"/>
    <category term="farmworkers"/>
    <category term="Work"/>
    <content type="html"><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
                                    <div class="element-text">Analysis Worksheet: &quot;Migratory Mexican Field Worker&#039;s Home&quot;</div>
                    </div><!-- end element -->
            <div id="dublin-core-description" class="element">
                                    <div class="element-text">This worksheet helps students to analyze a photograph taken by Dorothea Lange in 1937 for the federal government&#039;s Farm Security Administration.</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
                    <div id="dublin-core-begindate" class="element">
                                    <div class="element-text">2013</div>
                    </div><!-- end element -->
                    <div id="dublin-core-primary" class="element">
                                    <div class="element-text">2</div>
                    </div><!-- end element -->
            <div id="dublin-core-new-relation" class="element">
                                    <div class="element-text"><a href="2038">Migratory Mexican field worker's home on the edge of a frozen pea field. Imperial Valley, California.</a><br /></div>
                    </div><!-- end element -->
        </div><!-- end element-set -->]]></content>
  </entry>
  <entry>
    <id>http://herb.ashp.cuny.edu/items/show/2042</id>
    <title><![CDATA[Analysis Worksheet: &quot;Gift for the Grangers&quot;]]></title>
    <summary><![CDATA[This worksheet helps students analyze an 1873 poster promoting the Grange Movement, an organization of farmers founded in 1867.]]></summary>
    <updated>2013-06-05T13:41:52-04:00</updated>
    <link rel="alternate" type="text/html" href="http://herb.ashp.cuny.edu/items/show/2042"/>
    <link rel="enclosure" href="http://herb.ashp.cuny.edu/archive/files/15fd737c760280f0767849eadc63d476.pdf" type="application/pdf" length="143162"/>
    <category term="farmworkers"/>
    <category term="Grangers"/>
    <category term="Labor Activism"/>
    <content type="html"><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
                                    <div class="element-text">Analysis Worksheet: &quot;Gift for the Grangers&quot;</div>
                    </div><!-- end element -->
            <div id="dublin-core-description" class="element">
                                    <div class="element-text">This worksheet helps students analyze an 1873 poster promoting the Grange Movement, an organization of farmers founded in 1867.</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
                                    <div class="element-text">American Social History Project/Center for Media and Learning</div>
                    </div><!-- end element -->
                    <div id="dublin-core-begindate" class="element">
                                    <div class="element-text">2013</div>
                    </div><!-- end element -->
                    <div id="dublin-core-primary" class="element">
                                    <div class="element-text">2</div>
                    </div><!-- end element -->
            <div id="dublin-core-new-relation" class="element">
                                    <div class="element-text"><a href="2040">"Gift for the Grangers"</a><br /></div>
                    </div><!-- end element -->
        </div><!-- end element-set -->]]></content>
  </entry>
  <entry>
    <id>http://herb.ashp.cuny.edu/items/show/2041</id>
    <title><![CDATA[&quot;Supporters of the Grape Boycott March through Toronto&quot;]]></title>
    <summary><![CDATA[In 1965, Mexican and Filipino farmworkers joined together as the United Farm Workers of America (UFWA) to strike against poor working conditions and low wages in California&#039;s grape industry. Months on the picket line, however, took their toll, and the threat of violence grew. Under the leadership of César Chavez and Dolores Huerta, in 1967 UFWA sought to increase pressure on the growers by launching an ambitious consumer boycott of grapes grown in California. The boycott spread throughout the United States and into Canada, with student activists, civil rights groups, and eventually over 14 million supporters refusing to buy grapes in order to show support for the striking workers. By 1970, grape growers agreed to sign union contracts.]]></summary>
    <updated>2013-06-05T13:42:29-04:00</updated>
    <link rel="alternate" type="text/html" href="http://herb.ashp.cuny.edu/items/show/2041"/>
    <link rel="enclosure" href="http://herb.ashp.cuny.edu/archive/files/9939beb706da5337d9d7048984ef201e.jpg" type="image/jpeg" length="60456"/>
    <content type="html"><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
                                    <div class="element-text">&quot;Supporters of the Grape Boycott March through Toronto&quot;</div>
                    </div><!-- end element -->
            <div id="dublin-core-description" class="element">
                                    <div class="element-text">In 1965, Mexican and Filipino farmworkers joined together as the United Farm Workers of America (UFWA) to strike against poor working conditions and low wages in California&#039;s grape industry. Months on the picket line, however, took their toll, and the threat of violence grew. Under the leadership of César Chavez and Dolores Huerta, in 1967 UFWA sought to increase pressure on the growers by launching an ambitious consumer boycott of grapes grown in California. The boycott spread throughout the United States and into Canada, with student activists, civil rights groups, and eventually over 14 million supporters refusing to buy grapes in order to show support for the striking workers. By 1970, grape growers agreed to sign union contracts.</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
                                    <div class="element-text"><em>The Hamilton Spectator</em></div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
                                    <div class="element-text">"Supporters of the Grape Boycott march through Toronto," <em>The Hamilton Spectator</em>, December 1968; from the Labor Movement and Organizations Collection, Walter P. Reuther Library, Wayne State University,&nbsp;http://www.reuther.wayne.edu/node/283.</div>
                    </div><!-- end element -->
                    <div id="dublin-core-begindate" class="element">
                                    <div class="element-text">1968</div>
                    </div><!-- end element -->
                    <div id="dublin-core-primary" class="element">
                                    <div class="element-text">1</div>
                    </div><!-- end element -->
            </div><!-- end element-set --><div class="element-set">
    <h2>Photograph Item Type Metadata</h2>
            <div id="photograph-item-type-metadata-text" class="element">
                                    <div class="element-text"><p>Supporters of the Grape Boycott demonstrate in Toronto, Ontario, December, 1968. Jessica Govea is in the center, front row (wearing poncho).</p></div>
                    </div><!-- end element -->
            </div><!-- end element-set -->]]></content>
  </entry>
  <entry>
    <id>http://herb.ashp.cuny.edu/items/show/2040</id>
    <title><![CDATA[&quot;Gift for the Grangers&quot;]]></title>
    <summary><![CDATA[This 1873 promotional poster for the Grangers features an idealized portrait of the yeoman farmer, with accompanying scenes of social, civic, and domestic life. The Grange (also known as the Patrons of Husbandry) was a coalition of independent farmers that spread through the midwest in the decades after the Civil War. Grange members fought for government regulation against railroads and grain storage facilities whose monopolies allowed them to charge high rates to farmers.]]></summary>
    <updated>2013-06-10T12:09:18-04:00</updated>
    <link rel="alternate" type="text/html" href="http://herb.ashp.cuny.edu/items/show/2040"/>
    <link rel="enclosure" href="http://herb.ashp.cuny.edu/archive/files/d73efd450d59782194454d1b7e5b97b3.jpg" type="image/jpeg" length="1508265"/>
    <category term="farmworkers"/>
    <category term="Grangers"/>
    <category term="Labor Activism"/>
    <content type="html"><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
                                    <div class="element-text">&quot;Gift for the Grangers&quot;</div>
                    </div><!-- end element -->
            <div id="dublin-core-description" class="element">
                                    <div class="element-text">This 1873 promotional poster for the Grangers features an idealized portrait of the yeoman farmer, with accompanying scenes of social, civic, and domestic life. The Grange (also known as the Patrons of Husbandry) was a coalition of independent farmers that spread through the midwest in the decades after the Civil War. Grange members fought for government regulation against railroads and grain storage facilities whose monopolies allowed them to charge high rates to farmers.</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
                                    <div class="element-text">J. Hale Powers &amp; Co.</div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
                                    <div class="element-text">J. Hale Powers &amp; Co., &quot;Gift for the grangers,&quot; Fraternity &amp; Fine Art Publishers, Cincinnati.</div>
                    </div><!-- end element -->
                    <div id="dublin-core-begindate" class="element">
                                    <div class="element-text">1873</div>
                    </div><!-- end element -->
                    <div id="dublin-core-primary" class="element">
                                    <div class="element-text">1</div>
                    </div><!-- end element -->
            <div id="dublin-core-new-relation" class="element">
                                    <div class="element-text"><a href="2042">Analysis Worksheet: "Gift for the Grangers"</a><br /></div>
                    </div><!-- end element -->
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  </entry>
  <entry>
    <id>http://herb.ashp.cuny.edu/items/show/2039</id>
    <title><![CDATA[Plan of Delano]]></title>
    <summary><![CDATA[Co-authored by César Chavez and Dolores Huerta, with help from playwright Luis Valdez, the &quot;Plan de Delano&quot; outlined the beliefs and vision of the United Farmworkers of America (UFWA), founded in 1965. The UFWA, whose headquarters were in Delano, California, organized a farmworkers strike and boycott against grape growers that lasted from 1965-1970. ]]></summary>
    <updated>2013-06-05T13:42:45-04:00</updated>
    <link rel="alternate" type="text/html" href="http://herb.ashp.cuny.edu/items/show/2039"/>
    <category term="Cesar Chavez"/>
    <category term="Dolores Huerta"/>
    <category term="farmworkers"/>
    <category term="Labor Activism"/>
    <content type="html"><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
                                    <div class="element-text">Plan of Delano</div>
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            <div id="dublin-core-description" class="element">
                                    <div class="element-text">Co-authored by César Chavez and Dolores Huerta, with help from playwright Luis Valdez, the &quot;Plan de Delano&quot; outlined the beliefs and vision of the United Farmworkers of America (UFWA), founded in 1965. The UFWA, whose headquarters were in Delano, California, organized a farmworkers strike and boycott against grape growers that lasted from 1965-1970. </div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
                                    <div class="element-text">C&eacute;sar Chavez and Dolores Huerta</div>
                    </div><!-- end element -->
            <div id="dublin-core-source" class="element">
                                    <div class="element-text">C&eacute;sar Chavez and Dolores Huerta, "Plan de Delano," <em>El Malcriado</em>, March 17, 1966.</div>
                    </div><!-- end element -->
                    <div id="dublin-core-begindate" class="element">
                                    <div class="element-text">1966</div>
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                    <div id="dublin-core-primary" class="element">
                                    <div class="element-text">1</div>
                    </div><!-- end element -->
            </div><!-- end element-set --><div class="element-set">
    <h2>Newspaper/Magazine Item Type Metadata</h2>
        <div id="newspapermagazine-item-type-metadata-text" class="element">
                                    <div class="element-text"><p>1. This is the beginning of a social movement in fact and not in pronouncements. We seek our basic, God-given rights as human beings. Because we have suffered--and are not afraid to suffer--in order to survive. We are ready to give up everything, even our lives in our fight for social justice. We shall do it without violence because that is our destiny. To the ranchers, and to all those who oppose us, we say, in the words of Benito Juarez, &ldquo;EL RESPETO AL DERECHO AJENO ES LA PAZ.&rdquo; Respect for others brings peace.</p>
<p>2. We seek the support of all political groups and protection of the government, which is also our government, in our struggle. . . . To the politicians we say that the years are gone when the farm worker said nothing and did nothing to help himself. . . . WE SHALL BE HEARD.</p>
<p>3. We seek, and have, the support of the Church in what we do. At the head of the Pilgrimage we carry La Virgen de la Guadalupe (the Virgin of Guadalupe) because she is ours, Patroness of the Mexican people. . . .</p>
<p>4. We are suffering. We have suffered, and we are not afraid to suffer to win our cause. . . .</p>
<p>5. We shall unite. . .. We must use the only strength that we have, the force of our numbers. The ranchers are few; we are many. UNITED WE SHALL STAND.</p>
<p>6. We will strike. . . . Our revolution will not be armed, but we want the existing social order to dissolve; we want a new social order. . . . We do not want the paternalism of the rancher, we do not want the contractor; we do not want charity at the price of our dignity. We want to be equal with all the working men in the nation; we want a just wage, better working conditions, a decent future for our children. To those who oppose us, be they ranchers, police, politicians, or speculators, we say that we are going to continue fighting until we die, or we win. WE SHALL OVERCOME. . . .</p>
<p>MAY THE STRIKE GO ON! VIVA LA CAUSA!</p></div>
                    </div><!-- end element -->
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