Chicano Student Movement

According to the article, how did many teachers feel about Mexican-American students in Los Angeles during the 1960s?

• Many teachers were very concerned for the welfare of their Mexican-American students.

• Many teachers learned Spanish in order to better teach their Mexican-American students.

• Many teachers encouraged Mexican-American students to participate in sports.

• Many teachers did not believe their Mexican-American students were as capable as their American classmates.

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

Which text evidence below most strongly supports your answer to the previous question?

• This movement is often referred to as the Chicano Civil Rights Movement.

• Teachers and counselors did not encourage Mexican-American students to go to college.

• Students didn’t have the space or supplies they needed to learn.

• They were tired of being treated differently based on their ethnic background.

Tags

CCSS.RI.7.8

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.8.1

CCSS.RL.9-10.1

Which two statements below are central ideas in the article, “Walkout!”?

• Students have used walkouts to effect change for decades.

• Mexican-Americans were fed up with unequal treatment.

• Students have the right to express their political opinions, but they may face consequences.

• Barbara Johns organized a walkout to protest unfair conditions for Mexican-Americans.

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Which of the following details could be added to the third paragraph of the article?

• After graduating from high school, Barbara Johns attended Speiman College.

• The building was meant for approximately 150 students, but by the 1950s, over 400 students attended school there.

• For her part in the integration movement, Johns was harassed and reportedly went to live with relatives in Alabama to protect her safety.

• Barbara was not punished by her school for participating in the walkout.

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.1

CCSS.RL.9-10.2

What is a central idea for the subsection Los Angeles, California, 1968?

• Their lessons and textbooks did not include their culture and history.

• Students across America today are using walkouts to effect change.

• Mexican-Americans organized a walkout that would help to end segregation in America.

• Mexican-American students started a walkout to bring awareness to their unfair treatment in LA area schools.

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

How does the author develop the central idea for the subsection Los Angeles, California, 1968 that you identified in the previous question?

• The author explains the reasons behind the walkout as well as what happened when the students did walkout.

• The author lists the many ways that this specific walkout has impacted race relations in America today.

• The author mentions several similar walkouts and includes a few details about each.

• The author includes interviews from participants of the walkout.

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2