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Chicano History -- Week 4 Lecture Notes

by: Anastassia Erudaitius

Chicano History -- Week 4 Lecture Notes ETST 004

Marketplace > University of California Riverside > Culture > ETST 004 > Chicano History Week 4 Lecture Notes
Anastassia Erudaitius

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About this Document

These notes cover what Dr.Lopez discusses in lecture, and the films shown in lecture
Introduction to Chicano History
Dr. Lopez
Class Notes
UCR, chicano, history, etst, 4, ethnic, Studies, Lecture, notes, Lopez
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This 5 page Class Notes was uploaded by Anastassia Erudaitius on Sunday April 24, 2016. The Class Notes belongs to ETST 004 at University of California Riverside taught by Dr. Lopez in Spring 2016. Since its upload, it has received 12 views. For similar materials see Introduction to Chicano History in Culture at University of California Riverside.

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Date Created: 04/24/16
Chicano History Lecture 4/18/16 Political Control Economics Conquest Resistance Socialization  Westward expansion o During this time the president was Andrew Jackson  Didn’t have class  Didn’t have an education  Wasn’t a socialite  Up to the 1820s not every white person over 21 could vote o Voting was based on money (higher classes) o When they give suffrage to white adult males 21 or over that changes the scope  that means everyday people could vote except Native Americans and women, some blacks could vote but it was very limited o Prior to the 1820s politics was left up to the elite  Manifest Destiny o 1821 o Economics fueled manifest destiny o It also set the tone with the relations of who would stay  Did they have slaves in Texas? o Some did and some didn’t  In Mexico slavery ended in 1621  Missouri Compromise o If Missouri becomes a slave state then Maine could become a free state  It took months to get from Mexico city to the Southwest  A large number of people settling in Texas  started putting pressure on Mexico o The issue came with race  indigenous Native Americans were getting displaced  The South was fueling the revolt in Texas based on race  Mexico has become a mixed country (Native American and European)  1836 – Alamo  Mexico did not want war  1786 Shays Rebellion  War of 1812  In 1821 Guatemala …  Wilmot Proviso o designed to eliminate slavery within the land acquired as a result of the Mexican War (1846-48)  War of 1846  Mexican War  Know what Polk’s goal is Chicano History Lecture 4/20/16 Lecture  Reis Lopez Tijerina th st  June 9 Final moved to June 1 o Final will be about 50 questions  Film: “Struggle for the homeland” Film  At one time the land in New Mexico, California, etc. belonged to Mexico  In 1846 the US declared war on Mexico  2 yrs later the war was over and Mexico lost a lot of their land  The Treaty of Guadalupe Hidalgo promised liberty and property – Article …  The land was sacred because your loved ones were buried there o The sweat, blood, and tears of generations built into the land  the land is sacred, holy  Over the years Mexican Americans lost their land to speculators, cattle bearers, etc.  The Tierra Amarilla land grant was taken illegally because only one of the land owners signed it  Survival and protection of our culture, traditions, and value  Tijerina faced federal charges for his role in the occupation of Carson Natl. Forest  The governor’s office called in the National Guard  Some Mexican-Americans were alarmed by the actions that had taken place  Tijerina turned himself in – faced state criminal charges  The movement was emerging the feeling that “this used to be our land”  The struggle for land inspired Chicanos, who believed they became second-class citizens  People associated dirty with Mexican  it was a compliment from white people to call a Mexican Spanish rather than Mexican  Some parents didn’t share their experiences with their children because they were afraid it would embitter them, and create hatred in them  Half of all Mexican Americans had less than 8 years of education  1/3 lived in poverty  Only 4 Mexican Americans served in congress  Lyndon B Johnson created a committee on Mexican-American affairs  Corky Gonzales – “I am Juaquin” Poem  Corky Gonzales boxed his way out of poverty, then went into business selling bonds and insurance, and eventually took part in democratic politics  Poverty is not an equal problem, poverty is a Mexican-american, African-american, native American problem  Tijerina – focused on lands, Washington talked about jobs, but he wanted to draw attention to land  Gonzales wanted to draw national attention to Chicano problems  Tijerina called for the recognition of Indian rights  Gonzales -- “when you say there MIGHT be discrimination in housing, you are either naïve or blind  Gonzales could organize and lead  Tijerina was a leader, not an organizer  When issues of civil right were discussed the Mexican American group was mentioned if not included  considered a success because they became addressed when they used to be ignored  The first Chicano Youth Conference – students, teachers, laborers, youth (every Chicano was invited)  immediately grew the concern of Hoover and the FBI  Women began questioning their roles in the Chicano movement o Some said their role was only to walk behind, and support the men o Others disagreed o Often women in leadership, had a lot of ideas  and yet the women were expected to cook the food, to do the typing, etc. o Most women didn’t want to define themselves separately in the Chicano movement  just wanted to push for equality within the Chicano movement  Aztlan came to mean the southwestern US (in the poem)  Aztlan became a call for political power  To outsiders it looked like Chicanos were turning their back on America, to Chicanos it meant they were here to stay  it meant this was their ancestral land  Chicanos came to a point where they felt as though they didn’t need to prove themselves anymore, shouldn’t need to participate in the Vietnam war  Mexican-Americans made up 20% of the deaths in Vietnam  Very strong militarism in the Mexican-American community because it was one of the paths Mexican-Americans took to gain an education and respect  the only way they could become a part of the country was by spilling their blood  Reuben Salazar o Teargas can hit him in the head and killed him o His death had a profound impact on the Chicano movement  Moratorium march was the apex of the Chicano movement o The War was the single most important issue confronting the country at the time o The police called it a Chicano riot o The Chicanos called it a police riot  Police riot – Chicano movement collapsed


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