Week 9 - Chicano History Monday Lecture
Week 9 - Chicano History Monday Lecture ETST 004
Popular in Introduction to Chicano History
Popular in Ethnic Studies
This 3 page Class Notes was uploaded by Anastassia Erudaitius on Monday May 30, 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 13 views. For similar materials see Introduction to Chicano History in Ethnic Studies at University of California Riverside.
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Date Created: 05/30/16
Chicano History Lecture 5/23/16 Final: 62 Questions, each worth 5 points … Multiple choice About 10 T/F Film: Look this up online, in textbooks, etc. this will be on the final Vietnam War – Chicanos were dying to higher proportions than anyone else, and they weren’t even being respected Only ¼ Chicanos completed high school Children forced to make a paper cone hate, “Spanish” written on it, and not allowed to take it off until they spoke English o Mexicans made to feel ashamed of being Mexican Chicano parents treated like children by teachers Chicanos forced into labor work Chicano students didn’t get the same support to go to college Students didn’t want to be a commodity for some form of labor Teachers weren’t concerned for the kids “Mexican schools” where teachers severely punished students for speaking Spanish in school o Children were taught that their culture was a hindrance to their success Despite Brown V. Board schools remained segregated Mexican children received poor education which set them up for menial labor Sal Castro The school tried to strip Chicanos of who they were, culturally and tried to assimilate them Students walked out of their classes – protested “Chicano power” regained their dignity 4000 students walked out of East LA high schools – “blow outs” School officials blamed outsiders – Brown Barrets Never give credit to the students for organizing themselves, always think somebody else is behind it Brown Barrets were often confrontational and became a concern for the US “Not operating in a vacuum” – there is social injustice US tried to blame Chicanos for creating an educational disruptance Students gathered at a local park and demanded meeting with school board members Community leaders and school board members tried to calm the situation Police called in to “maintain order” Authorities just believed Mexicans were getting out of control These high school students threated to get expelled, to lose scholarships that they were awarded for colleges Parents and teachers began meeting regularly to meet the students demands the students returned to school Indictment, arrests made to prevent continuation of movement o They were labeled as armed, violent, subversives (Hoover himself labeled them) o All they were doing was non-violent protests Police officers and informants infiltrated the Brown Barrets and other organizations, and often encouraged violent protests Students and parents fought to get Sal Castro reinstated o Parents picketed every day at Lincoln High school o Also attended board meetings o 10 days of picketing with no results Instead of walking out, parents/picketers stayed in board meetings o Occupied the room – slept there o It was civil disobedience o Demonstrators were told that they would be arrested if they didn’t leave the room, but Sal Castro would be reinstated Sal Castro was reinstated, restored to teaching job Walkouts were the first significant urban struggle of the Chicanos Walkouts focused the attention on the Chicanos children in the city LA was only the beginning, soon after the blow outs Chicano students protested for educational reform throughout the country
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