Download California Academic Content Standards

Chapter 23:
An Era of Social Change
Section 1:
Latinos and Native
Americans Seek Equality
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California Academic Standards: 11.6.5, 11.8.2, 11.8.6, 11.10.5, 11.11.1, 11.11.7
11.6 Students analyze the different explanations for the Great Depression and how
the New Deal fundamentally changed the role of the federal government.
.5
Trace the advances and retreats of organized labor, from the creation of the
American Federation of Labor and the Congress of Industrial Organizations to current
issues of a postindustrial, multinational economy, including the United Farm Workers in
California.
11.8 Students analyze the economic boom and social transformation of post-World
War II America.
.2
Describe the significance of Mexican immigration and its relationship to the
agricultural economy, especially in California.
.6
Discuss the diverse environmental regions of North America, their relationship to
local economies, and the origins and prospects of environmental problems in those regions.
11.10 Students analyze the development of federal civil rights and voting rights.
.5
Discuss the diffusion of the civil rights movement of African Americans from the
churches of the rural South and the urban North, including the resistance to racial
desegregation in Little Rock and Birmingham, and how the advances influenced the
agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans,
and Hispanic Americans for civil rights and equal opportunities.
11.11 Students analyze the major social problems and domestic policy issues in
contemporary American society.
.1
Discuss the reasons for the nation's changing immigration policy, with emphasis on
how the Immigration Act of 1965 and successor acts have transformed American society.
.7
Explain how the federal, state, and local governments have responded to
demographic and social changes such as population shifts to the suburbs, racial
concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline
of family farms, increases in out-of-wedlock births, and drug abuse.
Objectives:
Following lecture and reading of this
section, students will be able to:
Describe the growth and diversity of the
Latino population during the 1960s
Summarize the efforts of Latinos to
secure their civil rights
Characterize the efforts of Native
Americans to secure a number of
reforms
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Overview:
 During
the 1960s, Latinos and
Native Americans fought for equal
rights and economic justice.
The
Latino Presence Grows
 Native
Americans are not one of
the groups that make up America's
Latino population.
 During the 1960s, the Latino
population in the United States
tripled from 3 million to 9 million.
 Some
Mexicans migrated here in 1910
after the Mexican Revolution, while
others stayed in the area ceded by Mexico
to the United States in 1848, some came
as braceros in the 40s and 50s.
 About 600,000 Puerto Ricans have
settled in NY City, but lack necessary
skills and education to find work and get
ahead.
 Hundreds of Thousands of Cuban fled
to the U.S. when Fidel Castro took power
in Cuba, overthrowing Fulgencio Batista,
in 1959.
 Others
fled to the U.S. from their
countries trying to escape civil war
and poverty.
 Many Latinos encounter ethnic
prejudice.
Latinos fight for Change
 Led by Cesar Chavez, MexicanAmerican farm workers unionize.
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An early triumph for the United Farm Workers
was the successful boycott of all Californiagrown grapes.
 The
event that was most
responsible for Chavez's group
gaining negotiating power as a
recognized union was a national
boycott.
 Cesar Chavez used nonviolent
means to organize MexicanAmerican farm workers and meet
his goals.
 Cesar
Chavez helped to gain recognition for
his cause with a 3 week 35 lbs. fast in 1968.
 In
1970 higher wages and benefits
are placed in the contracts of farm
workers.
 Latino “Brown Power” movements
promote ethnic pride.
 Latino groups were successful in
getting the U.S. Congress to pass a
law providing for bilingual
education in 1968.
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School walkouts were organized to call attention to
class size, administration and teacher numbers, and
Latino dropout rates.
 Latinos
begin organizing politically
 MAPA (Mexican American Political
Association) was an organization
that was formed for the purpose of
pursuing political representation
 MAPA sponsored candidates and
registered voters
 The first Mexican American to be
elected to Congress won his seat in
the early 1960s, Henry Gonzalez
from TX was).
 La
Raza Unida was formed in 1970
as a political party (The United
People Party) and focused its efforts
on electing Latinos to public office.
Native
Americans
Struggle for Equality
 In
the 1960s, Native Americans seek
more control over their lives.
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The group with the highest unemployment rate
and lowest life expectancy is Native Americans
 The
1961 Declaration of Indian
Purpose called for an end to the
termination program.
 Termination policy was an attempt
to mainstream Native Americans
into “normal society.”
 In the 1961 Declaration of Indian
Purpose, Native American groups
focused on the right to selfdetermination.
 Declaration
of Indian Purpose
called for self-determination and
economic opportunity on
reservations.
 The American Indian Movement
brings a new spirit of militancy to
the struggle for equality.
 AIM confronts the governmentsometimes violently- to seek greater
reforms for Native Americans.
 In
1969 Indians of All Tribes seized
Alcatraz Island for 18 months,
claiming discovery and offered to
pay $24 in beads, the same price
paid in 1626 by the Dutch to
acquire Manhattan Island.
 In
the 1970s, the American Indian
Movement organized all of the
following: occupation of the Bureau of
Indian Affairs; occupation of Wounded
Knee, South Dakota; Trail of Broken
Treaties march on Washington.
The
demonstrations organized
by the American Indian
Movement were designed to
actively confront the federal
government.
The Indian Education Act gave
greater control over the
education of Native Americans
to Native American tribes.
Native
Americans win both
legislative and legal battles
gaining portions of their
land back that were taken
illegally.
This era also witnessed a
wave of activism by another
oppressed group: women.