Lives of Former Coal Miners and Their Relatives: Interviews, 2019
LHP_Intern2020-05-12T22:44:36+00:00
Margaret talks about growing up in Valdez, a small community near the Frederick Mine, and about her grandfather, father, and husband, who were all miners. 7.6 mins.
Frank, who grew up outside of Tercio on the western edge of the Purgatory River Valley, discusses his life in a mining community. 4.2 mins.
Jerry talks about the camaraderie found in a coal mining crew and how important it was in the life of a miner. 6.5 mins.
Beatriz shares her story as the daughter of a coal miner. Growing up in the Purgatory River Valley west of Trinidad, she relates what day-to-day life was like in the small mining communities there, and how her father worked in the coal mines and as a cowpuncher 7.3min.
Sue tells the story of what life was like as one of the few women miners working underground alongside the men. 10.2 mins.
Robert, who was a miner at the Allen Mine west of Trinidad, discusses what life was like growing up in a mining town in the mid-20th century. 7.5 mins.
Robert discusses life in the mining town of Sopris, which now rests below the waters of Trinidad Reservoir, and the roles that the mining company played in the day-to-day lives of the people who lived there. 6.1 mins.
For this lesson students will research different time periods, places, and events involving Hispanic workers’ movements and Latino/ Chicano Civil Rights activities. Students will be expected to choose at least two different time periods (e.g., early 20th century or 1960s and the present) and create two different “protest” posters for each time period. Students will create a total of four protest posters that include a slogan and an image on the front and a detailed summary of the event on the back. Students must also make connections between the two time periods and submit a reflection. (Click images to enlarge) [...]
During this unit of study, middle school students will investigate, using primary sources, the life of migrant workers in their communities. After finding resources, the students will record a mock “interview” between a migrant worker and a reporter that answers the questions: 1. Why did you come? 2. What did you find and experience? 3. How is your life now? (Click images to enlarge)