New Mexico Braceros
Initiated during World War II, The Bracero Program was an agreement between the United States and Mexico allowing workers into the U.S. to remedy agricultural labor shortages. From 1942-1964, despite enduring discrimination, hazardous work and living conditions, and inadequate monetary compensation, 200,000 braceros arrived annually to fulfill the demands of U.S. domestic consumption. Towards building empathy and understanding, this unit explores the historical economic, social, and cultural causes and effects from global, national, and personal perspectives as they relate to the lives and identities of the people most affected: the braceros themselves.
Unit Lessons
- Research the Bracero program and fill out a 5W chart creating personal connections with the topic.
- Analyze and describe photographs of Braceros and make personal connections by writing about feelings.
- Read the book Side by Side and compare and contrast backgrounds, experiences, and leadership styles of Dolores Huerta and Cesar Chavez using a Venn diagram.
- Analyze primary source interviews and articles about the discrimination experienced by Mexican migrant workers during the Bracero Program.
- Write a letter to a Bracero.
Questions
- Compelling Question: What were the primary factors that led to the creation of the Bracero program?
- Staging the Question: What is your ideal job and how would you like to be treated where you work?
- Supporting Question 1: In what ways did the parameters and regulations of the Bracero program affect the workers and their families
- What was technology’s role in ending the Bracero program?
Supporting Question 2: What is the timeline of relations between the US and Mexico prior to, during and after the Bracero Program?
How might the Bracero program and the Bath Riots of 1917 be connected?
- Supporting Question 3: What happened to the workers after the Bracero program expired?
- What was the promise of the Bracero program and what was the reality?
New Mexico Social Studies Standards
History 15. Historical Change, Continuity, Context, and Reconciliation
- 9-12.NMH.30. Interpret data and evidence to conduct periodization of key events and contributions by key people to the events that occurred during the early 20th century.
History 17. Historical Thinking
- 9-12.NMH.32. Demonstrate historical argumentation by using various resources and perspectives to show the impact of World War II on the people of New Mexico and the impact that the state’s citizens and resident populations had on the war.
Geography 13. Movement, Population and Systems
- 9-12.US.87. Predict future social, political, economic, cultural, religious, spiritual, and environmental opportunities as well as obstacles associated with movement, population, decision making, and perspectives in World War II.
- 9-12.US.88. Describe how particular historical events and developments shaped human processes and systems in World War II.
Ethnic, Cultural and Identity Studies 20. Diversity and Identity
- 9-12.US.85. Examine the impact of historical, cultural, economic, political, religious, and social factors that resulted in unequal power relations among identity groups during World War II.
- 9-12.US.86. Assess how social policies and economic forces offer privilege or systemic inequity in accessing social, political, and economic opportunity for identity groups in education, government, healthcare, industry, and law enforcement.
Economics/Personal Financial Literacy 7. Economic Systems and Models
- 9-12.Econ.23. Analyze how national and global economic trends, practices, and policies impact the state and local economies in New Mexico.
- 9-12.Econ.24. Critique the impact of globalization on New Mexico and its citizens.
- 9-12.Econ.25. Evaluate the impact of environmental externalities in New Mexico’s communities.
Economics/Personal Financial Literacy 9. Global Economy
- 9-12.Econ.41. Explain how economic conditions and policies in one nation increasingly affect economic conditions and policies in other nations.
Economics/Personal Financial Literacy 10. Personal Financial Literacy
- 9-12.Econ.48. Evaluate how and why individuals choose to accept risk, reduce risk, or transfer risk to others.