Current Events Do Now

1. Current Events Do Now • Look at the stories and comics provided. • Pick one story that interests you along with one comic that you believe you can explain. • Write a summary and opinion of the story and your own explanation of the comic • Share with neighbor. • Discuss

2. Essential Questions • What did students, women, and Latinos learn from the civil rights movement and apply to their protest actions? • How has society changed for students, women, and Latinos?

3. Chapter 18 Objectives • Know how the student movement challenged the political and social status quos. • Know how the counterculture influenced American culture. • Know the reasons why women created and joined women’s political organizations. • Know the legislation that prohibited gender discrimination such as the Equal Pay Act, the Civil Rights Act of 1964, and Title IX. • Know the arguments for and against the ratification of the Equal Rights Amendment. • Know the types of discrimination many Latinos faced during the twentieth century.

4. Lesson 1: The YouthMovement • Concerns About Society As the 1960s began, young people became increasingly concerned about the future. The threat of nuclear annihilation and the assassination of John F. Kennedy added to the sense of foreboding. Enrollment in colleges increased in the 1960s, and college campuses became the center of protests. • Students for a Democratic Society (SDS) Founded at the University of Michigan as part of the so-called “New Left,” SDS focused on social injustices in the United States but did not support communism as the “Old Left” once did. In 1962 the Port Huron Statement encouraged students to speak out against unlimited corporate powers and excessive government control. • The Free Speech Movement In 1964 at the University of California, students were prohibited from passing out literature or mobilizing other students for their political groups. Student protests were broken up by police officers. Many faculty members went on strike in support of free speech. The University Regents eventually acceded to students’ demands. • Supreme Court Ruling The U.S. Supreme Court ruled in favor of students’ rights, citing the Civil Rights Act. Success of the free speech movement encouraged other students to adopt similar strategies of mass marches and rallies. This became the main mode for organized protests against the Vietnam War.

5. Discuss • Why do you think college campuses became a center for protests? • How did the Supreme Court rule in the case involving the free speech movement? • What do you think this did for future demonstrations?

6. Lesson 1: INFLUENCE OF THE COUNTERCULTURE • Three Main Components The counterculture of the 1960s arose from three main components—music, fashion, and lifestyle. It took root as a result of the political and social protests of the early 1960s. • Music The 1960s saw the evolution of three main forms of American music—folk, rock ’n’ roll, and blues—into what became electric music. Popularity of American music spread internationally and also helped bring young African Americans and young white people together. Musicians such as Bob Dylan from the United States and the Beatles from Great Britain became musical icons of the counterculture, while music festivals became signature events of the counterculture. • Fashion Young people dressed and styled themselves in ways that were instantly recognizable to older adults and anyone outside of the counterculture. In many cases, young people copied the fashion of popular musicians of the time. For young men, long hair and facial hair were common. Young women also wore long hair and adopted loose, flowing clothing styles. • Lifestyle Many young people rejected the values with which they had been raised in the 1950s. One result of this rejection of culture was a group called the hippies. This movement was characterized by colorful clothing, living in groups other than family units, and drug use, particularly marijuana.

7. Discuss • What role did music play in the development of the counterculture? • Why do you think some people in the counterculture lived in groups rather than traditional family units? • How did the counterculture movement help in the battle against racism in society?

8. Lesson 2

9. Analyzing the Photo • In this 1970 photo, a young woman works with computer tape drives. The information technology (IT) industry, like many other high-tech industries, was virtually closed to women seeking careers in those areas. • In 1970 women made 59.4 percent of the average annual income of working men. The women’s movement pushed state and federal governments to establish programs encouraging women to enter traditionally male-dominated and higher-paying fields such as law, medicine, business, science, and construction trades. • Before the 1970s, women in law enforcement or firefighting held clerical or support positions. The women’s movement and Title VII of the 1964 Civil Rights Act led to massive changes, allowing women to pursue full policing and firefighting careers.

10. Background of Women’s Movement • Birth of Feminism The feminist movement came to be in the mid-1960s at the same time that political activism and the counterculture arose. It reflected the dissatisfaction many women felt with their second-class status in U.S. society, especially in the workplace. • Equality at Work By the mid 1960s, almost half of American women worked outside their homes and most often were paid less than men who held equal positions. Women also found closed doors in high-paying fields such as finance, law, and medicine. • Government Actions Women were both encouraged and disappointed in the actions of the federal government during the 1960s. On one hand, the federal government took the side of women in 1964, with the passage of the Civil Rights Act, which outlawed job discrimination based on gender. On the other hand, in 1965, the Equal Employment Opportunity Commission (EEOC) ruled in favor of having gender-segregated classified ads—a clear step away from progress.

11. Discuss • How did the federal government help women in the 1960s? • What was the motivation behind the formation of the group NOW?

12. LEGISLATION AGAINST GENDER DISCRIMINATION  • Equal Pay Act The passage of the Equal Pay Act in 1963 addressed equity in pay but did not take on the so-called “glass ceiling” of equal opportunity. • Education A law titled The Educational Amendments was passed by Congress in 1972. Title IX, one section of this amendment, banned discrimination against women in federally funded schools. This was the law that established equal opportunity in women’s athletics, one of the successes of the feminist movement. • Right to Privacy and Abortion In 1965 the Supreme Court outlawed state bans on contraceptives for married couples. After this ruling, feminists began arguing against laws banning abortion. In 1973 the Supreme Court ruled in Roe v. Wade that state governments could not regulate abortion during the first three months of pregnancy. In 1992 Roe v. Wade was modified, saying that states could place certain restrictions on abortions.

13. Discuss • How do you see equality of opportunity exhibited in your school? • Why has Roe v. Wade continued to cause so much controversy to this day?

14. LEGACY OF THE WOMEN’S MOVEMENT • Education Between 1970 and 2005, the balance between men and women in college shifted. Women now make up the majority—54 percent—of young adults enrolled in college. More women than men occupy professions such as doctors, lawyers, and college professors. Women comprise about 58 percent of young adults, age 25–29, who hold an advanced degree. Among adults in the same demographic, more women than men had high school diplomas and bachelor’s degrees. • Employment In 2010 working women outnumbered working men for the first time. However, women average fewer work hours than men. They generally hold more part-time jobs, and they earn 77 cents for every dollar a man makes. • Sports The enactment of Title IX has led to a large increase in opportunities for girls and women in sports. Since 1972 athletic participation among young women has increased by 904 percent in high school and 456 percent in college.

15. Discuss • In what area have women made the largest gains? • In what areas do women still need to gain rights and equality today? • How would you summarize women’s progress in education since the 1970s? • How would you summarize women’s progress in employment?

16. Lesson 3 Latino AmericansLATINOS FACE DISCRIMINATION • Segregation Most Mexican immigrants lived in barrios in the Southwest. These were poor, crowded, urban neighborhoods segregated by race and socioeconomic level. Poverty and high infant mortality were endemic. Job discrimination and language barriers forced the majority of Mexicans into low-paying jobs as agricultural laborers. • Employment Repatriation During the Great Depression, poor whites and Mexicans battled for the few jobs available. In many cases, whites won. About one-third of Mexican immigrants returned to Mexico. Federal repatriation—returning immigrants and their U.S.-born children to Mexico—added to the wave of people leaving the United States. • Illegal immigration Many Mexicans came to the United States during World War II as part of the Bracero program. A large number remained in the United States illegally after the war. In 1954 President Eisenhower created a program to deport illegal Latino immigrants. More than 3.7 million Mexicans were deported during this time, including some U.S. citizens who “looked” Mexican. • Puerto Ricans In the 1950s many Puerto Ricans came to the United States. These people were U.S. citizens. As was the case with Mexican immigrants, harsh economic conditions in their homeland made it easy for U.S. factory owners and farmers to recruit Puerto Ricans as cheap labor.

17. Discuss • How were Mexican immigrants who faced poverty and language barriers taken advantage of in employment and living conditions? • How did business owners benefit from the arrival of Puerto Ricans?

18. Latino Organizations • League of United Latin American Citizens In 1929 the League of United Latin American Citizens (LULAC) was formed to represent Latinos who were U.S. citizens and wanted to assimilate into U.S. society. LULAC fought against the segregation of Latinos in public places and segregation of Spanish-speaking children in “Mexican schools.” • American GI Forum The American GI Forum was created after World War II to speak for Mexican American veterans who had been excluded from veterans’ organizations or refused medical services from the Veterans Administration. • United Farm Workers In the 1960s Latino farmworkers suffered from extreme poverty, dangerous working conditions, and squalid living conditions. César Chávez and Dolores Huerta created the United Farm Workers (UFW). They led a strike against vineyard owners that evolved into a national boycott of grapes, a four-year effort that resulted in improvements for farmworkers. • Mexican American Youth Organization MAYO fought discrimination through the organization of walkouts and demonstrations to protest discrimination and push for bilingual education. Congress passed the Bilingual Education Act in 1968 which allowed schools to have classes for immigrants to learn their in their native language while they also learned English. • La RazaUnida A new political party, La RazaUnida (The United People), was formed in 1969.  La Raza promoted Latino causes and supported Latino political candidates.

19. Discuss • How would you compare the discrimination Latinos faced to the discrimination African Americans faced? • How have Latinos responded to the discrimination they have faced?