CHAPTER 20.2 THE CHICANO / A MOVEMENT. Compare: Teenagers in the 1960’s African American High School student Little Rock, Arkansas 1. 2. 3. 4. 5. Mexican

CHAPTER 20.2

THE CHICANO / A MOVEMENT

Compare: Teenagers in the 1960’s

African AmericanHigh School studentLittle Rock, Arkansas

1. 2. 3. 4. 5.

Mexican AmericanChild of migrant farmer

Los Angeles, CA1. 2. 3. 4. 5.

Modern Day Hispanic Teenager

Moment of Crisis

Cultural Identity Crisis

One foot in America, one foot in Mexico

Do you assimilate, or stay true to your culture?

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ASSIMILATE:

To become an accepted member of a group

To accept a new culture and learn a new language

Modern Day Hispanic Teenager

Peer pressure Stay true to your

Mexican culture If you do well in

school, you are trying to be white

If you mix with other races, you are trying to be one of them





Vocabulary

Mexican American - A citizen of the U.S. who is of Mexican descent and was born in the U.S.

Hispanic - A person of Spanish descent

Latino - A person of Latin American descent

Undocumented - Migrants who lacks legal status as immigrants in the U.S.

ACTIVIST

Someone who works to

achieve Social or Political

change



Pair - ShareBrainstorm & write down the types of activities used by activists during the Civil Rights Movement

1. 2. 3. 4. 5. 6. 7. 8.

Protest

To do something publicly to show you disagree



Demonstrate

To protest while walking or standing with a group of people



Bloody Sunday in Selma, Alabama

Sit-in

To protest by sitting down and refusing to get up



Boycott

To refuse to buy a product or to take part in an

activity





Montgomery Bus Boycott

The Chicano/a Movement

Mexican Americans active in the Civil Rights movement from 1965 - 1975

Chicano was originally a derogatory term meaning a child of an immigrant

In the 1960’s, Chicano became the symbol of self-determination and ethnic pride

The African American Civil Rights Movement was the catalyst and motivation for the Chicano Movement

Chicano Murals The creation of murals in the barrio (Chicano

neighborhood) quickly became a way to visually capture a people's history, show their struggles for better futures, and to demonstrate culture and pride

“The Great Wall” by Judith Baca on Coldwater Canyon between Oxnard and Burbank

“Division of the Barrios and Chavez Ravine” by Judith Baca

“Division of the Barrios and Chavez Ravine” by Judith Baca

1. What do you see in this mural?2. What are the figures doing?3. What is the theme or message?

Interpret the Mural1. What do you see in this mural?2. What is the figure doing?3. What is the theme or message?

Bracero Program

Bracero: “One who works with his arms”

Importation of temporary contract laborers from Mexico during World War II



Zoot Suit Riots During WWII, as many as 50,000 service men

were stationed in the L.A. area Military men on leave poured into L.A. bars for

booze and women Zoot-Suited young men were seen as cultural

rebels and delinquents Tensions escalated between drunk sailors and

Mexican American youth





Zoot Suit RiotsAfter a sailor was attacked, organized groups of sailors returned to attack the Zoot-suits and stripped them of their clothes



Zoot Suit RiotsStreet fights lasted a week in June of 1943







Zoot Suit Mural

Cesar Chavez Born in Arizona Family lost their farm during

the Great Depression Moved to California to become

migrant worker Served in the Navy during

WWII Worked in the fields Organizer for the Community

Service Organization Fought police brutality,

registered Mexican Americans to vote, and made speeches on workers’ rights



United Farm Workers

Co-founded by Cesar Chavez and Dolores Huerta

Supported the Delano Grape Strike which was a protest for higher wages

Chavez led a strike of California Grape pickers

Marched to the State Capital in Sacramento



Dolores Huerta

Grape Boycott The UFW called for America to boycott table grapes for

support The strike and boycott lasted five years Won collective bargaining rights for farm workers Fought against the Bracero Program and illegal

immigration because it undermined the UFW goals





MAYOMexican American Youth Organization Civil Rights movement in San Antonio, TX Involved in voter registration Led 18 school walkouts to demand equality

in education for Mexican Americans Led to the La Raza Unida Party



La Raza UnidaThe United People

A political party developed in Crystal City, Texas

Led by Jose Angel Gutierrez

Focused on improving economic, social, and political aspects of the Chicano community

Campaigned for school board seats and political positions





Rodolfo Corky GonzalezCrusade for Justice

Mexican American boxer, political activist, and poet

Popularized the term Chicano

Considered to be the founder of the Chicano Movement

Created the Crusade for Justice in Denver, Colorado which provided a school for bilingual education



I AM JOAQUINThe Anthem of the Chicano Movement

by Corky Gonzales

I have endured in the rugged mountains Of our country

I have survived the toils and slavery of the fields. I have existed In the barrios of the city

In the suburbs of bigotry In the mines of social snobbery

In the prisons of dejection In the muck of exploitation

And In the fierce heat of racial hatred. And now the trumpet sounds,

The music of the people stirs the Revolution. Like a sleeping giant it slowly Rears its head

To the sound of Tramping feet Clamoring voices Mariachi strains

Fiery tequila explosions The smell of chile verde and

Soft brown eyes of expectation for a Better life. And in all the fertile farmlands,

the barren plains, the mountain villages, smoke-smeared cities,

we start to MOVE. La raza!

Mejicano! Espanol! Latino!

Chicano! Or whatever I call myself

What is the theme of the poem?

What three lines are the most meaningful in this Anthem?

I have endured in the rugged mountains Of our country I have survived the toils and slavery of the fields. I have existed In the barrios of the cityIn the suburbs of bigotry In the mines of social snobbery / In the prisons of dejection In the muck of exploitation And in the fierce heat of racial hatred.And now the trumpet sounds, The music of the people stirs theRevolution.Like a sleeping giant it slowly Rears its head To the sound of Tramping feet Clamoring voices, Mariachi strains, Fiery tequila explosions The smell of chile verde and Soft brown eyes of expectation for a Better life. And in all the fertile farmlands, the barren plains, the mountain villages, smoke-smeared cities, we start to MOVE. La raza! Mejicano! Espanol! Latino!

Chicano! Or whatever I call myself

Chicano RockThe Sounds of East LA

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Brown Berets An organization to fight

police brutality, inadequate public schools, and discrimination

They decided to were brown berets as a symbol of unity

In 1968, the Brown Berets helped organize a protest against unequal conditions in the Los Angeles Unified School District





The East L.A. WalkoutsThe Chicano Blowouts

A group of high school students who lived in the barrios of East L.A. formed the Young Chicanos For Community Action

Sal Castro, a teacher from Lincoln High, helped them organize


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The East L.A. Walkouts Students demanded "better teachers, smaller

classes and equal opportunity in higher education."

Five local high schools were initially involved -Roosevelt, Garfield, Wilson, Belmont and Lincoln -and the efforts grew to 15 schools and over 20,000 students.





Eventually the protest turned violent when the police were called in

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What were the goals of the Chicano Movement?

1. 2. 3. 4. 5.

Documents

CHAPTER 20.2 THE CHICANO / A MOVEMENT. Compare: Teenagers in the 1960’s African American High School student Little Rock, Arkansas 1. 2. 3. 4. 5. Mexican