Henry B. Gonzales

Classroom Activities

Classroom activity 1

During Gonzalez’s lifetime, he sponsored and supported a great amount of legislation. Have students pick a piece of legislation mentioned in his biography and research its impact on both modern Texans and Texans of Gonzalez’s time. Students can compile answers in an oral report to the class or a written report for evaluation. Students can work individually or in groups.

Tip

It will be significantly easier for students to find information about legislation Gonzalez supported such as the Civil Rights Act of 1968, etc. To make the process a little more understandable for students, suggest that they select major pieces of legislation. In addition, students will find internet sources more readily available for major legislation.

Classroom Activity 2

Visit the following link:

http://www.digitalhistory.uh.edu/mexican_voices/voices_display.cfm?id=112 to read Henry B. Gonzalez’s speech to Congress in 1969. After reading the speech as an entire class, assign groups of students a paragraph or two of Gonzalez’s speech. Instruct the students to read the paragraphs for meaning in their own understanding. In the group, students should discuss what Gonzalez’s said in their section of the speech and what it means. Then have students "teach" the rest of the class their section of the speech. To explain their portion of Gonzalez’s speech, students can perform a skit, draw pictures, make a poster board, make diagrams, etc. From this activity students should gain a fuller understanding of Gonzalez’s speech and his ideals as a representative.

Classroom Activity 3

Have students research what their congressional district is, who their representative is (house or senate), and how to contact them by mail. (Perhaps as homework…) Upon completion of the assignment students share what they discovered with the class, and how they discovered the information-internet? parents? called government office? Then instruct students to write to their representative voicing any concerns they have. As a precursor to the letter, students can brainstorm their ideals by working in groups, or writing ideals on the chalkboard as class. Instruct students on proper letter format and greeting to the representative. (See sample letters) After writing to the representative, address envelope and mail to representative. (See links listed below to find representative addresses.)

Tips for the best execution of activity

Encourage students to think critically and creatively. For example if the students complain about cafeteria food, then ask them how they can voice their concern in appropriate ways. Ask students why the cafeteria food is bad, and re-direct their concerns in a constructive way. For example, suggest that the cafeteria food’s poor quality might be a reflection upon the nutritional value of the food prepared. This will help students to identify the clear issue-the food lacks proper nutritional value as opposed to the food taste bad.
Use the school address and information for the student’s salutation.
Following web address contains a list of all the representatives and their addresses

http://www.house.gov/Welcome.shtml

http://www.house.gov/house/MemberWWW.shtml

http://www.theorator.com/government/house.html

http://www.house.gov/writerep/