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US Latinx Activism and Protests: From the Farm to the (Legislative) Table Art produced during the Chicanx Movement Abstract: In the midst of change, The Chicanx Movement was a monumental time for Mexican Americans in the United States during the late 1960s. The movement addressed the social, economic, and political inequalities experienced by Mexican Americans across the nation. Aimed to celebrate and acknowledge cultural pride and identity, the movement also sought to reclaim and celebrate Mexican and Mexican American history, art, and culture. The Chicanx Movement played a significant role in shaping the Latino identity and influencing subsequent social justice movements, and the artwork produced during this time allowed for many to voice their opinions on the political and social climate of the U.S during the time. LA Demonstrations During the Chicano Movement Abstract: The Chicano Movement was a movement that involved Mexican-Americans all over the United States and was a crucial component to establishing civil rights for Latinos. While Chicanos living in the United States were at the focal point of discrimination in society, they figured that it was best to come together and establish a sense of familiarity in order to combat these racial remarks and disadvantages. To spark attention to their cause and movement, many Chicanos participated in numerous demonstrations and while many were peaceful, many considered them as radical. By Steve, Lexi, and Ricardo Bracero Program In this project we will be analyzing a number of facets of the Bracero Program with a specific focus on the causes, on both sides of the border, which culminated in the agreement. Consequently, we will explore the historical context of the US and Mexico of the first half of the twentieth century, including the impact of the Mexican Revolution as well as the dire situation brought about by the second world war. By utilizing this basis we will then analyze the “migration aspect” entailed by the program, travel from Mexico to the US and various territories. Not only as an in depth look at the agreement, but also as a necessary foundation. One which will permit the Bracero Program to be positioned in history, while simultaneously deepening the exposition and understanding of a largely forgotten case of large-scale abuse and exploitation. We anticipate this will form the backbone of the examination of bracero experiences: first-hand accounts and testimonials.. By Fernando, Joy and Lizeth Guatemalan Genocide & Its Dark Truth This page will focus on the Guatemalan genocide, a period of brutal violence that brought tremendous adversity to those indigenous communities residing in the rural areas of Guatemala. It will provide details regarding the atrocities that the Mayan people experienced, the trauma that was left behind, and the hardships that they continue to face today. Furthermore, it will demonstrate how this heinous period of history fostered activism and social movements in Guatemala. By Paola Chavarria and & Aurora Nieves Chicano Farm Worker Movement In this project, we will be discussing about the Chicano Farm Worker Movement and how it brought change to not only farm workers but to society as a whole. We will be focused on the working conditions of farm workers prior and after the movement, notable or influential leaders, and the communities that were fueling the movement. By examining their struggles, successes, and legacy, we wanted to provide a better understanding of the process needed to advocate and bring forth social change for a marginalized group of people. Last, we wanted to remove stereotypes and other misconceptions about the movement in creating a more equitable society. Por: Justin Bui, Kristi Kang, Jenniffer Young Las "Brujas" Feministas: Magazines, Art, and Television This project intends to provide a comprehensive analysis of women's representation in different mediums such as art, television, and fanzines. In this way, the goal is to understand the gender stereotypes that women have had to overcome from a feminist perspective. Through this discussion, the hope is to amplify women's voices to promote inclusive and equitable representation in society. By Claudia Mejia, Janet Landa, Diana Andrade Walkouts and Protests in Los Angeles On our page, we will discuss the walkouts and protests that took place within schools and communities across Los Angeles. The school protests happened because Latino students wanted to see a change in the education system. Some of the changes Latino students wanted to see implemented were hiring more Chicano professors and administrators, having more Chicano Studies classes in higher education, and overall being treated better without discrimination or judgment. In the 1960s, high school students faced racism and discrimination, which included a lack of education and insufficient school buildings in comparison to those of white students in the area. Walkouts famously took place at Roosevelt High School in Los Angeles, where there was a large population of Latino students. In 1993, college students also faced a lack of Chicano education when budget cuts put the Chicano classes at UCLA at risk of being shut down. This led to a hunger strike, where UCLA students protested and ultimately helped to establish the UCLA César E. Chávez Department of Chicana/o Studies. In the years leading up to 1965, Latino and Black communities also protested because they wanted to see a change in the way they were treated. The Black community finally had enough in 1965 and the Watts Riots happened, which in the end led to positive changes in their community. By Sydney Schwinger, Vanessa Harris, Jazmin Chavez

Roosevelt HS Community Protestors

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Walkouts and Protests in Los Angeles On our page, we will discuss the walkouts and protests that took place within schools and communities across Los Angeles. The school protests happened because Latino students wanted to see a change in the education system. Some of the changes Latino students wanted to see implemented were hiring more Chicano professors and administrators, having more Chicano Studies classes in higher education, and overall being treated better without discrimination or judgment. In the 1960s, high school students faced racism and discrimination, which included a lack of education and insufficient school buildings in comparison to those of white students in the area. Walkouts famously took place at Roosevelt High School in Los Angeles, where there was a large population of Latino students. In 1993, college students also faced a lack of Chicano education when budget cuts put the Chicano classes at UCLA at risk of being shut down. This led to a hunger strike, where UCLA students protested and ultimately helped to establish the UCLA César E. Chávez Department of Chicana/o Studies. In the years leading up to 1965, Latino and Black communities also protested because they wanted to see a change in the way they were treated. The Black community finally had enough in 1965 and the Watts Riots happened, which in the end led to positive changes in their community. By Sydney Schwinger, Vanessa Harris, Jazmin Chavez
Throughout Los Angeles' entire history, peaceful protests have taken place in the form of strikes, walkouts, marches, rallies, and more. Activism is seen across all kinds of people, and is often highlight by youth in the community. This is why peaceful protests are often taking place at schools and universities, where young people are learning how to advocate for themselves and for others. Los Angeles has a long history of protests and riots, including the famous LA riots of 1992, Vietnam War protests in the 1970s, and George Floyd protests in 2020. These protests often take place when marginalized groups are being abused, taken advantage of, or they are not receiving the same rights as other groups. Here, we will highlight protests that took place on three separate occasions in LA to show how people in the community fought against adversity and how they were often met with much resistance.

The 1968 Walkout at Roosevelt High School
In 1968, Roosevelt High School became one of five centers for Chicanx demonstration. It is estimated that in total, around 20,000 community members, teachers, and students walked out of their classrooms during the first week of March of 1968. Schools serving predominantly Chicanx populations in East LA had been neglected by the school district. Chicanx students at these schools lacked access to college preparatory classes, inclusive curriculums, and they suffered the effects of racist staff and faculty. These issues, after being ignored by the school's board of directors, served as the foundation for the demonstrations at across five high schools of East LA. In an analysis of protestors’ signs and testimonies from the day, it is clear that those involved understood that this movement for equality and representation in the school system was integral in the broader movement for Chicanx liberation.

The Watts Riots of 1965
In the Watts community in 1965, riots erupted after a black man, Marquette Frye, was arrested for drunk driving. A crowd had formed and they began to fight back against the police because they believed they were assaulting Marquette and treating him unfairly. This caused a riot to form, which led to more police officers and members of the community to gather and riot. The Watts Riots lasted 6 days, and in total, 34,000 people joined. The riot resulted in 600 damaged buildings, 200 destroyed buildings, 3,500 people arrested, it caused 34 deaths, 1,032 injuries, and about $40 million in damages. The Watts Rebellion happened because the Black community had faced a lot of discrimination by police and they lived in segregated areas that had unfair living and working conditions. Tensions had been high and the arrest of Marquette Frye was the last straw for them. The riots led to some changes in the community, such as creating better relationships with police, improved housing, created higher-paying jobs, and improved education. The community became more united, which improved their relationships with each other. These changes were not easy, but they happened, and have improved the Watts community.

The 1993 UCLA Hunger Strike
After Chancellor Charles E. Young denied requests for Chicano/a Studies to receive its own departmental status at UCLA, students expressed their anger by participating in a hunger strike. A total of 9 students and one professor took place in the strike by consuming only water for a total of two weeks. Other students showed their support by participating in on campus rallies as well. While Chancellor Young continued to stand his ground on his decision, the Chicano/a Studies program eventually did receive its own department in 2005. It was appropriately named after César E. Chávez, who was known for using hunger strikes as a form of peaceful protest on multiple occasions throughout his life.
Conclusion
Many patterns presented themselves as we analyzed these three specific Los Angeles Protests. One of these being how young people learned to advocate for their rights in their communities. While Latinx, Chicanx, and Black groups were the ones who were specifically being targeted, we found that people of all backgrounds were supportive of these people in their communities and were willing to help them fight for justice. Another pattern across all of these protests was unnecessarily aggressive reactions from the police. In fact, some of the protests were sparked by police brutality. Most movements begin with peaceful protests, but they are met with violence from police officers who bring gear and weapons with them to deal with unarmed citizens. This is why protests can often result in riots that are more out of control. Overall, we have learned that protests have been a part of LA's culture of activism for a long time and have succeeded in enacting change in the past, but there is still much to be done to achieve more justice in the future.
Roosevelt High School Walkouts In 1968, Roosevelt High School became one of five centers for Chicanx demonstration. Students and community members came together to protest an unjust, racist education. In an analysis of protestors’ signs and testimonies from the day, it is clear that those involved understood that this movement for equality and representation in the school system was integral in the broader movement for Chicanx liberation.   As thousands of students staged a walkout at five high schools across East L.A. to demand better educational opportunities, the firing of racist faculty, and a more inclusive curriculum, among others, the entire nation watched. Among these five schools were Wilson, Garfield, Lincoln, Belmont, and finally Roosevelt High School, the primary focus of this page. These high schools served an area with a predominantly Chicanx population and also had high dropout rates compared to national averages. With large classroom sizes and poorly funded facilities, Chicanx students were placed in a system that granted them little opportunity for higher education. Many of these same frustrations were shared at Camp Hess Kramer, a Jewish camp that held leadership programs for Chicanx students of East L.A. schools, and many of these students would practice social activism and create the foundation for the demonstrations that occurred in 1968 (Sahagún). One of these participants was Sal Castro, a teacher who worked at Lincoln High School. Castro was an instrumental figure in the demonstration, as he helped students first take their concerns to the school board, and then when those were ignored, helped organize a walkout (Mejía-Rentas).
       The walkouts at Roosevelt occurred on March 6, 1968, however they were preceded by other walkouts at Wilson and Garfield High Schools just days before (Mejía-Rentas). This provided the school’s administrations some time to prepare, restricting students’ access to the outside and calling the police. Members of the Brown Beret, a prominent militant Chicanx group, came to defend students against police intimidation. Overall, the walkout demonstrations endured for several days, despite significant resistance from police and school administration. The Los Angeles Board of Education met with community members and students in the days following the demonstration, and refused all of their requests, citing that there was no room in the budget (Mejía-Rentas). While no immediate changes were made to the structure of the school system, many have maintained that this event was largely significant in the fight for Mexican American liberties in the country. It represented the determination and willingness on the part of Chicanx activists to directly clash with authorities to fight for what they believed in. It was also a demonstration of the power that the community held, mobilizing thousands in just a few short days.
       In reviewing images from the 1968 demonstration at Roosevelt High School, what stuck out to me the most were protestors’ signs, most especially those that portrayed messages of solidarity. While many of them feature criticisms of the school district and educational demands, there were also a striking number of them that referenced other fights in the Chicanx political movement. Written on many of the signs was the phrase, ‘Boycott Grapes’ or ‘Boycott Lettuce’. These phrases come from the fight to establish protections and rights for farm workers, a movement pushed forth by Chicano activists such as Cesar Chavez and Dolores Huerta. Additionally, signs reference demands related to the corrupt justice system and police brutality. As discussed in the other sections of this piece, police brutality is an enduring issue against minority groups. Excessive use of force is a recurring pattern that highlights the inequality ingrained within the system. In one sign, a student comments on the school to prison pipeline. This has to do with the lack of opportunities afforded to Chicano students both within and after high school. Within high school, drop out rights for Chicanx students were around 50%. This limited opportunities for higher education along with teachers and administrators who did not properly support Chicanx students either. Excessive policing and this lack of access added to the school to prison pipeline, also a topic covered by protestors' signs.  In the absence of opportunities for higher education, young Chicano men were less likely to be able to avoid the draft in the Vietnam War. The Vietnam War was a significant source of mobilization during this era. This led to higher rates of induction to the armed forces and thus the number of resulting deaths from the war for Chicano-Americans was also drastically higher than national average. Protest signs referencing the Vietnam War can also be seen.
      The content of the protest signs analyzed in this exploration is indicative of the nature of solidarity within the Chicano liberation movement during the sixties and beyond. An analysis of the signs reveals the multiple layers and various demands that extend beyond just reform in the school districts. This suggests a deep understanding of the relationships between all of these systems of oppression; involving the farm workers movement, police brutality, the military industry.

Works Cited
Mejías-Rentas, Antonio. “How 1968 East L.A. Student Walkouts Ignited the Chicano Movement.” History.Com, www.history.com/news/east-los-angeles-chicano-student-walkouts-1968. Accessed 30 May 2023.

Sahagún, Louis. “East L.A., 1968: ‘walkout!’ the Day High School Students Helped Ignite the Chicano Power Movement.” Los Angeles Times, 1 Mar. 2018, www.latimes.com/nation/la-na-1968-east-la-walkouts-20180301 htmlstory.html#:~:text=It%20was%20just%20past%20noon%20on%20a%20sunny,teachers%20who%20were%20poorly%20trained%2C%20indifferent%20or%20racist.
East LA Blowouts of 1968 The East LA Blowouts were a series of walkouts conducted in 1968 across multiple high school and demonstrated by Chicano/a students who were backed by the Brown Berets in order to create awareness towards the discrimination and racism they were receiving by their teachers and admin. While at first the blowouts initiated many arrests and created a lot of controversy, the legacy and impact were crucial not only for future generations of Chicano/a students but also for other students of color as it allowed students to freely feel comfortable in schools regardless of their ethnicity and culture. Los Angeles has long been home to many generations of Chicanos/as dating back as early as the 1950s. According to britannica.com, 75% of the student population in East LA were Latino, estimating to be at around 130,000 students during the 50s and 60s. Unfortunately, schools in this area consisted with teachers who did not meet the standards of educational excellence and poor classroom planning, often leading to overcrowding. Furthermore, these schools did not encourage academic excellence towards its students and created a dangerous space where these students who wanted to succeed couldn't due to the racist remarks brought by teachers, administrators, and their White classmates. This would eventually lead disgruntled Chicano/a students wanting to rebel against LAUSD and attempt to create a change in their educational experience, not only for them but for future generations of Chicano/a students.

Because of the unfair educational treatment brought by their teachers in public schools, Chicano/a students decided to revolt together in order to create awareness about their educational experience in these schools with ambitious goals to be taken seriously as students rather than as "savages" or "animals" like what society thought them to be. So beginning March 1,1968, over 15,000 Chicano/a students, faculty, and community members from LAUSD decided to walk out from 7 different high schools with them being: Belmont, Garfield, Jefferson, Lincoln, Roosevelt, Wilson, and Venice High Schools. The reasons for these walkouts were due to the treatment these students were getting in schools which included being recommend to take vocational courses rather than pursuing college and taking advanced academic courses, the humiliation Chicano/a students would receive from teachers if they spoke Spanish which consisted of being spanked with a wooden paddle in front of the class, and also the racism they were getting from society as they were reaching a breaking point. Other reasons for the walkouts happening were also to create awareness about the 60% high school dropout rate for Chicano/a students and the lack of representation in school curriculum and faculty with a small percentage of teachers and administrators being Chicano/a.

Backed by the Brown Berets and Mexican-American social studies teacher Sal Castro who was teaching at Lincoln High School, the walkouts lasted from March 1-8 and students were determined to meet some of their demands with LAUSD which consisted of hiring more Chicanos/as as teachers and administrators in these schools, including bilingual education and the inclusion of Mexican-American culture and history in the school curriculum. All three parties drew inspiration from the Watts Riots of 1965 in Los Angeles which was a racial conflict between a majority White filled LAPD and Black residents. Knowing the importance of culture and understanding the unfair educational treatment Chicano/a students were receiving compared to their White classmates, Sal Castro knew it was important to make a call to action and sponsor the walkout because without a teacher backing the complaints from students then it's possible that these walkouts could have gone nowhere. The Brown Berets were a social-justice organization founded by Chicano youth during the late 1960s. Drawing inspiration from the Black Panther movement around the same time of its inception, Chicano/a students knew it was important for them to represent their community in the same way members of the Black Panther party were doing. In similar fashion to the Black Panther party, the Brown Berets focused on social justice issues, the lack of resources towards the Latino community such as healthcare inequality, and also police brutality-- eventually being labeled as "radical" by the US Government and LAPD just like their sister organization.

While the immediate outcomes were negative and resulted in the arrests of the 13 organizers of the walkouts, including Sal Castro for "disturbing the peace", the lasting effects and legacy proved otherwise. The movement influenced Chicano/a Studies being a subject that can be taught in school and to this day, the East LA Walkouts of 1968 is still considered as the largest student protest in student history and this is proof that when the community comes together, change can happen. Sal Castro was later reinstated by the school after being fired for his involvement and arrest and this is more proof that unity within the community is important because it was the parents that pushed for his reinstatement. Although the entire list of demands the students presented were not met, the change in educational treatment was significant and can be still seen today with more Latino/a students attending universities. In conclusion, the East LA walkouts demonstrated resilience, unity, and change--without this dedication, who knows how the school system would look today.

Although Chicano/a students were protesting, they were not protesting for the fun of it but rather to create changes to the educational system. Some goals that these students had were to include Chicano/a Studies courses in the K-12 curriculum, to hire more Chicano/a teachers, and to stop the discrimination and racism they were receiving from their teachers. As students, they had rights to voice their displeasure with the school system because it was not right for them to be the target of hate when their only desire was to complete school and become successful but unfortunately not having a support system can severely impact their potential to become scholars. Eventually the East LA blowouts would influence different movements around college campuses which was a sign of progress.