Build on the oral skills you practiced in the last lesson. You will watch the last two episodes of our PBS Latino American series and will learn about the power of naming. Your task is to demonstrate that you have met all of the learning objectives above in a voice recording 6-10 minutes long. Refer to what you learned by viewing the videos and studying the lesson as evidence that you have met all the objectives.
You will be assessed on Speech Organization, Supporting Evidence, Language Choices, and Delivery using Rio Salado College's
REQUIRED VIDEOS LINKS:
Cesar Chavez: What part of his background, childhood, and experiences brought Cesar Chavez to be a leader in the movement?
Birth of the meaning and use of the terms "Chicano" and "Chicana."
Central Valley California grows crops for the entire country.
1946: Segregation in a movie house in Delano California.
Who is Luis Valdez? Why was he part of the inner circle for Dolores Huerta and Cesar Chavez? He narrates much of this history and story for the audience.
March in Alabama, 1965: Doctor Martin Luther King. Why is this important for the civil rights movement in the Southwest?
Sacramento, March, 1966.
Strikes to negotiate better working conditions for farm workers. What were those working conditions?
Chavez, being darker and more "Indian looking" began to break down something described as self-hate. Explain.
Look at the symbols in the marches. You will learn more about La Virgin de Guadalupe in Lesson 11. For now, pay attention to the symbols and flags used in the documentaries.
Los Angeles California schools.
Los Angeles Walk Out and the problems with education. What were the core problems with education in Southern California for Mexican-American children, soon to call themselves "Chicanos" and "Chicanas"? There is an interesting caveat to these walk outs: Notice how these children and young people are very connected to and ask for advice from their parents. Is this the same in mainstream Anglo-American culture?
Deportations during the Great Depression and parents living in Mexico while children lived in United States. One of the strengths of this series is that they keep linking one idea to another. For example, they review deportations during the Great Depression and then fast forward to the 1960s and schools.
Mario T. Garcia, historian. Take care to take notes and get the names of the people speaking.
1967: King organizing in the South and Chavez organizing in the Southwest.
Corky Gonzales in Colorado.
"Uncle Sam Stole Our Lands" in New Mexico.
Henry B. Gonzales from a middle class San Antonio family in Texas,
Walk Outs at Texas schools.
Jose Angel Gutierrez, son of a doctor.
Comparison to Texas with educational system, racism, rise in political power.
Willie Velasquez and political power through votes. La Raza Unida political party.
California, August, 1970. Protesting the Vietnam War.
Back to Texas. In some ways, as evidenced in your book Foreigners in Their Native Land, Texas was the place with the most oppressive and violent legacy.
Henry B. Gonzales and the policy that little by little things would improve for Hispanic Americans that were already citizens.
Jose Angel Gutierrez was militant, raza unida.
Willie Velasquez—people were looking for a third way. Organized and registered voters, 85 voting rights cases, clear violations, and changing the way the game was played.
Who was awarded a Medal of Freedom after his death by former President Bill Clinton?
Cuba: Why did Cubans come to the United States in the 1960s and 1970s?
Central American countries: Why did people from countries such as El Salvador and Nicaragua come to the United States? Are immigrants still coming north?
Mexico: Why do they come in current times to the United States? Have the reasons changed? Why or Why not?
By the 1990s: Latinos are the "in thing." Speaking Spanish is cool.
One socialist in the film says, "Countries want workers, but what they get are families." Think about how you can elaborate on this point.
The same socialist calls today the "Hispanic Moment." Another professor interviewed says, "Latinos are the workers of today and tomorrow. We are the consumers of today and tomorrow." Elaborate on these points.
Sample Solution