El Movimiento (The Movement) The “movimiento” was a direct consequence of successful organizational goals and efforts made in the 1940s & 1950s It was a reaction to continued discrimination and racism Demanded civil rights and equality of opportunity in American society The outcome of the “movimiento” was a true Chicano identity, culture, and history

The voting strength declined in the mid-1960s Mexicans did not always support strongly their candidates The Equal Employment Opportunities Commission (EEOC) meeting with Mexican- Americans in Alburquerque (1966) Inter-Agency Committee of Mexican American Affairs created by the Johnson administration Continued dissatisfaction with underrepresentation, the war in Vietnam, conflict between older generation Mexican Americans

Plan de la Raza Unida (1967) – it stressed pride and mobilization. Emphasized job training, education, housing, political representation, the Treaty of Guadalupe Hidalgo, police harassment, and cultural rights Crusade for Justice (1966)– Organized by Rodolfo “Corky” Gonzales in Denver which concentrated on civil rights activity, discrimination in schools, police brutality, and cultural programs

El Plan del Barrio (1968) – developed during the Poor People’s March in Washington D.C. The plan called for housing that met Chicano cultural needs, bilingual schooling, support for barrio businesses owned within the community, reform in landholdings

Chicano Student Movement “Chicano Student Movement” was based in the southwest participants were predominately students of working class origins The role of college students in the movement El Movimiento Estudiantil Chicano de Aztlan (MECHA) established in 1969 The Brown Berets ( ) – emphasized the right to self-defense against aggression and for self determination

Student Protest/Walkouts “Blowouts” - were significant in demonstrating the dissatisfaction of Mexican American students with the educational system Demands included: Mexican history classes, bilingual education, hiring of Mexican teachers, and control of education by the Mexican community The Walkouts in Los Angeles, 1968 – concentrated in the East Los Angeles area schools where 50% of Chicano students dropped out

The 1968 student “blowouts” in Los Angeles

Plan de Santa Barbara (1969) – The focus of this plan was to stimulate the growth of a Chicano Studies Program Plan de Aztlan (1969) – developed during the Chicano Youth Liberation Conference in Denver which created Chicano nationalism and goals The Chicano Moratorium (1970) – a large anti- war march and rally that took place in L.A.

Women Involvement in the Chicano Movement they were influenced by the women’s movement and greatly expanded their own activities Most saw themselves as triply victimized – because of class, race, and gender Chicana groups strove to raise members’ consciousness, to provide counseling and mutual support, to increase educational and professional opportunities, and to win equal rights