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Candidates will research an Ethnic Studies topic focusing on Communities of Color and one of the four themes of Ethnic Studies (Identity, Power & Oppression, History of Resistance & Liberation, and Action), subject to instructor approval. They will then create a presentation and simulated mini-lesson to conduct with on the last day of class. The presentation and simulation must include: (a) accurate and relevant information to teach fellow candidates about the topic; (b) an interactive instructional task simulating teaching this topic to students (peers will act as “students” in this assignment); and (c) a bibliography of sources used.
Physical Presentation Checklist (to Score a 4):
- Selection of Topic
Get instructor approval by due date
The topic is an Ethnic Studies topic focusing on Communities of Color and one of the four themes of Ethnic Studies
During presentation, state the topic and identify the Ethnic Studies Theme it relates to - Accurate & Relevant Information About Topic
Multiple pieces of information about the topic, including (but not limited to): historical figures, key dates, important ideas, Ethnic Studies vocab (so instructor and other candidates are not left with any key questions)
Include how the Topic relates to and illustrates the Ethnic Studies Theme (Identity, Power & Oppression, History of Resistance & Liberation, or Action) - Simulation Mini-Lesson and additional ideas for How to Teach This Topic to Students
At least 2 fully developed ideas of how to teach this topic to students (unit/lesson plan ideas, activities, books to read aloud with questions, etc.) in an age-appropriate way.
At least ONE of these fully-developed ideas will be the part of your presentation that you will simulate in class with peers. - Bibliography of Sources Used (formatted however is best for Candidate and shares important source information)
At least 4 sources used in either their research of the accurate & relevant information about the topic or when gathering ideas of how to teach this topic to students
The Chicano Movement
(Movimiento Chicano)
Hannah Krogstad
ETC 522
Instructor: Kaitlin Kamalei Brandon
Ethnic Studies Theme
● Action
○ Advocacy
○ Empowerment
○ Motivation to be a changemaker.
○ Change current or future experiences.
○ Accountability
○ Not maintaining the status quo.
● History of Resistance and Liberation
○ Resisting oppression
○ Carried out by oppressed group
What initiated the Chicano Movement?
● Going into the 1960’s, Mexican Americans had already
endured decades of discrimination (Carillo, 2020).
● After the Mexican-American War, Mexicans who remained in
the US were promised citizenship (Carillo, 2020).
● Land grants that promised to Mexicans were later denied
(Carillo, 2020).
● Mexican Americans attempted to assimilate and push to be
recognized as citizens to gain civil rights (Carillo, 2020).
Historical Figures
● Reies López Tijerina
○ Led a three day march from Albuquerque to New Mexico (Kareem Nittle, 2020).
● Rodolfo “Corky” Gonzales
○ Founded the Crusade for Justice, organized a resistance at West High
School, and wrote the famous poem “Yo Soy Joaquin” (“Rodolfo “Corky” Gonzales: Boxer,
Writer, Activist”, 2020).
● Students
○ United Mexican American Students and the Mexican American Youth
Association (Kareem Nittle, 2020).
● Brown Berets
○ Established by teenagers, 55 chapters throughout the country, and
rejected the idea of assimilation (Martínez and Barajas, 2020).
● Young Lords
○ Formed by Puerto Ricans, started as a street gang, and turned into a
civil rights activist group (Kareem Nittle, 2020).
Reies López Tijerina Rodolfo “Corky” Gonzales
Member of the Brown
Berets (Hilda Jensen Reyes)
Young Lords,
sign reads “The
Young Lords
party serves
and protects
its people”.
Key Dates
● February 2nd 1848 – Guadalupe Hidalgo Treaty was signed
(“The Treaty of Guadalupe Hidalgo”, 2021).
● 1969 – A group of students protested Eurocentric
curriculum, the ban on speaking Spanish in schools, and
dropout rates (Cancún, 2022).
● 1970 – Farm workers fought for (and won) safe and secure
unions (Cancún, 2022).
● 1972 – La Raza Bookstore was established, later turned
into the Latino Center of Art and Culture (Redd, 2021).
● 1975 – The Concilio (Council) for the Spanish Speaking
was founded (Castañeda, 2020).
Important Ideas
● The movement was between 1962 and 1983 (Castañeda, 2020).
● The Chicano Movement didn’t have one goal.
○ Creation of bilingual and bicultural programs
○ Improved conditions for migrant workers
○ Hiring more Mexican American teachers
○ More Mexican American elected officials
● The movement made great progress because of women and
students.
● The fight has not stopped.
Vocabulary (For Teachers)
● Hispanic
○ Refers to people from Spain or other Spanish speaking countries.
Excludes Brazilians (Simón, 2020).
● Latino/a
○ Refers to those from Latin America, includes Brazil but not Spain
(Simón, 2020).
● Chicano/a
○ Was often used as a slur until Mexican Americans took it back (Simón,
2020).
● Latinx
○ Thought to be more inclusive since Spanish is a gendered language
(Simón, 2020).
● Eurocentric
○ Focusing on European culture or history while excluding a broader
view of the world (Oxford dictionary).
Vocabulary (For Students)
● Resistance
● Activist
● Protest
● Movement
● Strike
● Civil rights
● Slur
● Discrimination
● Racism/racist
● Assimilation
How to Teach the Chicano Movement
● Grades K – 2
○ Read Dreamers by Yuyi Morales
○ Read Separate is Never Equal by Duncan Tonatiuh
○ Fair or unfair?
■ List of scenarios in education and civil rights.
■ Students stand up if they think it is fair.
■ Discussion
○ Draw and Write
■ How would you stand up for others?
How to Teach the Chicano Movement
● Grades 3 – 6
○ Read excerpts from Chicano Movement for Beginners by Maceo Montoya.
○ Read excerpts from Youth, Identity, Power: The Chicano Movement by
Carlos Muñoz Jr.
○ Discussion about why the movement was necessary.
■ What was happening to Mexican Americans?
■ Why was it unfair?
■ How did they try to “solve the problem”?
○ Research a historical figure in the movement.
■ Create a poster/slideshow
■ Present to the class
How to Teach the Chicano Movement
● Grades 7 – 12
○ Read Yo Soy Joaquin poem by Rodolfo “Corky” Gonzales.
○ Analyze the poem.
■ Why do you think Rodolfo wrote this?
■ What is he trying to portray to his audience?
■ What emotions do you feel after reading this?
■ What is the purpose of this poem?
○ Video on the Chicano Movement: https://www.youtube.com/watch?v=sz5OAOTO_k4
○ Video on being Latinx in America: https://www.youtube.com/watch?v=Q1A4Vsh5Qas
○ Create your own social media post.
Sources
● Carillo 2020:
https://www.history.com/news/chicano-movement#:~:text=In%20the%201960s%2C%
20a%20radicalized,a%20chicanismo%20or%20cultural%20nationalism.
● Kareem Nittle 2020:
https://www.thoughtco.com/chicano-movement-brown-and-proud-2834583
● Redd 2021:
https://www.abc10.com/article/news/community/race-and-culture/the-origins-
of-the-chicano-movement/103-eadc618e-2e43-496b-9210-e8ca72403c43
● Cancún, 2022:
https://www.spanish.academy/blog/8-inspiring-ways-the-chicano-movement-cha
nged-the-united-states/
● Simón, 2020:
https://www.history.com/news/hispanic-latino-latinx-chicano-background
● Themes of Ethnic Studies:
https://www.k12.wa.us/sites/default/files/public/socialstudies/pubdocs/ELA
%20SDS%20ES%20Framework
https://www.history.com/news/chicano-movement#:~:text=In%20the%201960s%2C%20a%20radicalized,a%20chicanismo%20or%20cultural%20nationalism
https://www.history.com/news/chicano-movement#:~:text=In%20the%201960s%2C%20a%20radicalized,a%20chicanismo%20or%20cultural%20nationalism
https://www.thoughtco.com/chicano-movement-brown-and-proud-2834583
https://www.abc10.com/article/news/community/race-and-culture/the-origins-of-the-chicano-movement/103-eadc618e-2e43-496b-9210-e8ca72403c43
https://www.abc10.com/article/news/community/race-and-culture/the-origins-of-the-chicano-movement/103-eadc618e-2e43-496b-9210-e8ca72403c43
8 Inspiring Ways the Chicano Movement Changed the United States
8 Inspiring Ways the Chicano Movement Changed the United States
https://www.history.com/news/hispanic-latino-latinx-chicano-background
https://www.k12.wa.us/sites/default/files/public/socialstudies/pubdocs/ELA%20SDS%20ES%20Framework
https://www.k12.wa.us/sites/default/files/public/socialstudies/pubdocs/ELA%20SDS%20ES%20Framework
Sources Cont…
● “Rodolfo “Corky” Gonzales: Boxer, Writer,
Activist”:https://www.coloradovirtuallibrary.org/digital-colorado/colorado-h
istories/20th-century/rodolfo-corky-gonzales-boxer-writer-activist/
● Martínez and Barajas, 2020:
https://www.latimes.com/projects/chicano-moratorium/female-brown-berets-crea
te-chicana-movement/
● “Young Lords” : https://www.britannica.com/topic/Young-Lords
● “The Treaty of Guadalupe Hidalgo”, 2021:
https://www.archives.gov/education/lessons/guadalupe-hidalgo#background
● Castañeda, 2020: https://depts.washington.edu/civilr/mecha_timeline.htm
● Rodolfo Gonzales “Yo Soy Joaquin”:
https://www.latinamericanstudies.org/latinos/joaquin.htm
● Council for the Spanish Speaking:
https://www.visionforequality.org/resources/council-of-spanish-speaking-orga
nizations-concilio/
https://www.coloradovirtuallibrary.org/digital-colorado/colorado-histories/20th-century/rodolfo-corky-gonzales-boxer-writer-activist/
https://www.coloradovirtuallibrary.org/digital-colorado/colorado-histories/20th-century/rodolfo-corky-gonzales-boxer-writer-activist/
https://www.latimes.com/projects/chicano-moratorium/female-brown-berets-create-chicana-movement/
https://www.latimes.com/projects/chicano-moratorium/female-brown-berets-create-chicana-movement/
https://www.britannica.com/topic/Young-Lords
https://www.archives.gov/education/lessons/guadalupe-hidalgo#background
https://depts.washington.edu/civilr/mecha_timeline.htm
https://www.latinamericanstudies.org/latinos/joaquin.htm
