My name is Julio.
I am Zapotec.
I live in Stockton, California.
I am Latino.
Questions to Initiate and Guide the Creative Reading Dialogue
Where is Julio from?
What did you learn from him about Teotitlán del Valle? Can you imagine the town?
How was the wool used in the tapestries prepared?
Why is having a truck so important for Julio’s family?
Personal Interpretive Phase
Do you have an indigenous background? Do you know anyone who does?
Does anyone in your family work in the fields? Do you know any farm-working family?
What do you know about the indigenous cultures of Latin America?
Were you surprised at how the teacher responded when she asked Julio where he was at that moment
and Julio responded Monte Albán?
Based on the teacher’s response, what do you think about that teacher?
Creative/ Transformative Phase
Farm workers have suffered great injustices by not being protected in the same way others workers are protected. What do you think about this?
Why must we all be grateful to farm workers? How can we express our solidarity?
Weavers from Teotitlán del Valle
Monte Albán, Oaxaca, México
Activities Students Can Do Individually or in Groups
Under the non-violent leadership of César Chávez, farm workers found different ways to awaken public opinion. What were some of these ways and how effective were they?
After researching the lives of César Chávez and Dolores Huerta, students can:
Make a time-line history of their lives
Write their biographies
Tell the biography of one of them in first person
Students can make a mural depicting the work in the fields or showing important moments in the life of César or Dolores.