Samuel Anderson
Mrs. Huey, & Ms. Joiner
American lit/ U.S. History
22 March 2023
Mexican American Civil Rights Movement
In the mid-19th century, Ceaser Chavez was a great influential leader in the Chicano movement, he helped Mexican Americans achieve civil rights through his speeches. He once said, “To make a great dream go true, the first requirement is a great dream capacity to dream; the second is persistence”. The Mexican American fight for social justice and equality has been ongoing since the mid-19th century when the United States annexed the southwestern territories that were formerly part of Mexico. Mexican Americans faced discrimination and marginalization in various forms, including segregation, limited access to education and employment
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It wasn't until the mid-1960s that Cesar Chavez and other civil rights activists started the Chicano Movement to combat this pervasive discrimination .One area in which Mexican Americans faced significant challenges was in the workplace. Lopez even says, Chicanos who work in the fields are subjected to discriminatory practices deemed illegal by US law yet commonly exercised without repercussions”(Lopez). As a result, many Chicanos worked for very little pay or even for free, putting in long hours of hard labor with little to no recognition or compensation. Unfortunately, the discrimination did not end there. Many other problems occurred in schools. Many schools did not give a good education to Chicanos. Haney-López says ”Chicano students participated in a variety of school “walkouts” in 1968 to protest their educational curriculum”(Lopez), which didn’t give them good future opportunities. These walkouts highlight the fact that Mexican Americans were discriminated against and were not given equal opportunities in education or the working environment. The Chicano movement was a major role in raising awareness to the issues and fighting for equal rights of Mexican …show more content…
To address these problems, Mexican Americans engaged in a variety of peaceful protests as part of the civil rights movement. One key figure in this movement was Cesar Chavez, who became a “national icon for farmworker rights and gained notoriety for his nonviolent approach to political protest, drawing inspiration from figures like Mahatma Gandhi and Martin Luther King Jr”(Herrera). They would have long walks and walkouts give speeches, etc. Despite the nonviolent many people still didn’t listen as they thought Chicanos as lesser beings. As a result, Mexican Americans began to engage in more assertive forms of protest, such as the Chicano Blowouts. “The Chicano Blowouts were considered the first major mass protests conducted by Mexican Americans against racism”(Gutiérrez). They were organized by students and involved large-scale walkouts and protests that spread across the country, giving people the right cause to join in the fight for civil rights. They began and went across the country giving people the right cause to join in the fight. The Blowouts show what Mexican Americans were willing to do to achieve freedom and equality. These protest were not without hardships as it took lots of time and
The high issues were the labor rights for the farm workers. They work in any type of weather outside, hot sunny days to temperatures up to 100, even freezing cold days with temperatures down to negative. Farmworkers go through any condition still do not get enough pay. They are the ones feeding all Americans across America. Finally, the Chicano movement has granted many reforms as they demand, having bilingual programs, improving the working conditions, even hiring Chicano teachers (Carrillo).
The students were in a system that was racist towards them. Therefore, thousands of Chicano students from 6 different barrio schools walked out of class in protest. Fast forward thirty years from the protest of 1968. No signs of any change had been visible. In fact, just like the blowouts
The strike happen when Filipino Americans, part of the Agricultural Workers Organizing Committee went on strike against the Delano-area table and wine grape growers, for they had horrible pay and work conditions for years. They asked César Chávez and the NFWA to join the strike, César Chávez insisted the NFWA help the strike and continue with a march. He used boycotts from Gandhi’s boycott on salt and Dr. Martin King Jr.’s Montgomery bus boycott. He insisted that the UFW members use nonviolent methods, even if most wanted to use violent ways. The UFW members did use nonviolent methods when César went on a fast, consuming only water, he gained national attention and support.
Chavez ultimately was successful in helping migrant workers, especially Hispanic workers in California, to obtain workplace safety and fair pay. The problem with scholarly silence around people like Chavez and things like the labor movement and unions is that when we don’t learn about these things, we don’t learn how to successfully resist. How to resist unfair laws and corporate behavior is something that most history textbooks don’t spend any time talking about. I believe such silence exists because the dominant, ruling class doesn’t want marginalized people to learn how to resist – to learn that people and unions were extremely successful in stopping corporate greed, low (or no) wages, and unsafe working conditions.
La Raza Unida and Brown Berets Unions have been, and continue to be, an important force for democracy, not just in the workplace, but also in the community – locally, nationally, and globally. Unions make democracy work better. Political, labor, and racial unions have been instrumental in the lives of many people in the United Sates, and even more important, they have led to important advances in the American histoy. For many years, the Chicano people were considered minority, the situation was to change in the mid and late 1960s, as many movements developed in response to the oppression of the Chicano community. In order to effect social change, Chicanos saw the need to enter into politics and galvanize the Mexican American community.
The 1960’s was at its height in the civil rights movement. Activists and protesters used the power of nonviolence for the movement. Unfortunately, when violence is used, it can result in death, which is the fate Dr. King saw. Cesar Chavez agrees that nonviolence is the key to any activist movement. In Chavez’s article, he chooses ethos and activistic diction as his rhetorical strategies to develop his argument about nonviolent resistance.
In fact, Cesar Chavez worked to redefine the migrant labor system and provide migrant field workers with proper rights. Granted, considering his contributions to the UFW, his leading through
If that is not enough imagine them being able to call you any names and push you down to the ground or have you work like if you own’d them, instead of them having to pay you many latinos during this period were all people of this time were equal, were still being treated as if animals. Cesar chavez saw that his people were being treated highly unequal he saw many white men inside on buildings in comfortable chairs making 3 or 4 times the payment of a worker that does 3 or 4 times the work as those men did. That is why he chose to take the rest of his life to dedicate his self to help others become equal to stop being the ones just used and forgotten. He chose to stand up and walk mile after mile with his brother and sisters along his side mothers and fathers. He did what he believed was needed to be done and like most heroes not alone was his accomplishment accomplished.
By searching about nonviolent principles Chavez started to show his community that in order to make a change one had to love the opponent and never respond with acts of violence because it lead only to loosing against the opponent. Chavez also told his people in the Mexico Independence of 1965, “We are engaged in another struggle for the freedom and dignity which poverty denies us. But it must be a nonviolent struggle even if violence is used against us. Violence can only hurt us and our cause.” (Chavez qtd.
Martin Luther King Jr was a social activist, who led the Civil Rights Movement in the United States from the mid-1950s until his death by assassination in 1968. On the tenth anniversary of the assassination of Dr. Martin Luther King, Jr. Cesar Chavez, a labor union organizer, writes an article all about nonviolent resistance that includes teachings from Dr. King. Chavez employs various uses of personification and repetition to exhort the workers to use nonviolence in their efforts for equality.
Although the author does include the voices of Brown Berets, they are not included for the purpose of advancing representation of student resistance, but to highlight one form of mass militancy that emerged as a result of “Brown Power” unity. Torgerson states that they are the “[...] most militant of East Los Angeles Mexican-American groups. They have been accused of inciting high school students to riot, using narcotics, being Communists.”. This image places the Brown Berets in a condemnable position by drawing attention to their hostility rather than accurately illustrating what the militant group was actually about—combating discrimination and protecting the Mexican-American community from police
It is said that Chavez was a major factor which contributed to the first Bill or Rights legislation for agricultural workers (Human Rights). This shows that gradually workers began to get better recognition and treated better. The UFW and Chavez were responsible for the success for securing the rights of the laborers (Gale). The first union contracts were then made official, these included required rest periods, toilets in the fields, clean drinking water, hand washing facilities, banning discrimination in employment, sexual harassment for women workers and provided profit sharing and parental leave (Cesar Chavez Foundation). This shows that the efforts made for the farm workers was paying off with positive results.
King’s entire life was an example of power that nonviolence brings to bear in the real world… This observance of Dr. King’s death gives us the best possible opportunity to recall the principles which our struggle has grown and matured” (Chavez 1). Dr. Martin Luther King Jr had been an activist for the civil rights movement in the United States, specifically to establish equal rights for African Americans. He had done so through nonviolent methods— including marches, peaceful protests, and demonstrations. Thus, Cesar Chavez makes an allusion to Dr. King in his article to commemorate a successful activist who had achieved great progress in the battle for civil rights through nonviolent resistance.
They were attempting to accomplish better resources, more Mexican-American teachers, and a more accurate and meaningful curriculum. The students faced opposition from school officials and the Los Angeles police department, but ultimately their protests led to changes in the LAUSD. Several individuals played a significant role in the East LA Walkouts, including Sal Castro, a teacher who encouraged and supported the student protests, and Paula Crisostomo, a student organizer who helped plan and coordinate the walkouts. These individuals influenced the group by providing leadership and guidance and advocating for the rights of Chicano students.
“According to the U.S. Census,” Muñoz writes, “by 1930 the Mexican population had reached 1,225,207, or around 1% of the population.” As a result the discrimination became more widespread and an overall greater problem in the U.S. Soon, this racism became propaganda and was evident throughout the media, “Patriots and Eugenicists argued that ‘Mexicans would create the most insidious and general mixture of white, Indian, and Negro blood strains ever produced in America’ and that most of them were ‘hordes of hungry dogs, and filthy children with faces plastered with flies [...] human filth’ who were ‘promiscuous [...] apathetic peons and lazy squaws [who] prowl by night [...] stealing anything they can get their hands on,” Muñoz writes. This exhibits the vulgar racism that evolved into the Chicano movement. The Chicano movement started with injustice in education.