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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

Molotov cocktail misses target during the Watts Riots

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Watts Riots of 1965
On August 11, 1965, Marquette Frye, a 21-year-old African-American man, was pulled over for drunk driving around 7pm by a white California Highway Patrol officer. Marquette failed a sobriety test and panicked as he was arrested, which led to a struggle between him and the officer; Ronald joined, which caused a crowd to form. Back-up police arrived, assuming the crowd was hostile, which resulted in another fight. Marquette, Ronald, and Rena, their mother, were arrested. The crowd got angry about what they had witnessed, and more officers showed up, but with batons and shotguns to keep the crowd back. By 7:45 pm, only 45 minutes after the initial arrest, the riot was in full force, with rocks, bottles and other objects being thrown at the cars that had been stuck in traffic.

The following day, Rena, Marquette, and Ronald were released on bail, but crowds were still attacking motorists. This prompted a community meeting with Watts leaders and police in hopes to calm down the situation. Complaints about the treatment of Black citizens were made during the meeting. Watts leaders wanted more Black police in their cities, since that would make the community feel more at ease, but the Los Angeles Police Department (LAPD) Chief William H. Parker disagreed and wanted to call in the National Guard instead. This decision caused more anger, which led to more riots that night. Mobs clashed with police, set buildings and cars on fire, and looted local stores. By the end of the third day, rioting covered a 50 square-mile section of Los Angeles and 14,000 National Guard troops were dispatched to the city. Police were shot at, apartments were raided, and Molotov cocktails were thrown. Watts resembled a war zone, and the violence continued for three more days.

At least 600 buildings were damaged by fires or looting, 200 buildings were destroyed, and 3,500 people were arrested with charges of burglary or theft. Most of the 34 dead were Black citizens. Among the dead were 2 policemen, 1 firefighter, and 26 civilians due to actions by the LAPD or the National Guard, which were deemed justifiable homicides.

The Watts Riot was the result of dissatisfaction about living conditions, unfair opportunities, and tension between police and residents, which had been going on for years. Between 1940 and 1965, Los Angeles’s black population had grown from 75,000 to 650,000, living in bad sections of the city. Watts faced high levels of unemployment, poverty and a lack of safe housing. Restrictive contracts, real estate agents, institutions and associations collaborated to maintain racial segregation. In the two years leading up to the riot, 250 protests over school desegregation, policing, housing, and jobs took place. Between 1963 and 1965, police killed 60 African Americans, 25 were unarmed and 27 were shot in the back. This all caused anger in the community.

The Watts Riots show that despite poverty and discrimination, the community succeeded. The rebellion occurred because the community wanted to see a change. Six days of violence did not destroy the community or its institutions, but they did create change. The commission that investigated the riots recommended better schooling, job training, more low-income housing, public transportation, health services and better relationships between the police and the community, but only a few of these changes were met. Radicalized street gangs joined the Black Panther Party and the Community Alert Patrol monitored police and documented misconduct. These groups shared a desire to end racist policing, improve housing conditions, create well-paying work and to transform education to suit the needs of the community. It brought awareness to the African-American community, so people from other groups were able to support their protests and push for change. The Watts community’s desire for a functional, free, and beautiful community existed before the first Molotov cocktail was thrown and continued long after the riot ended. The Watts community kept a positive mind and became united, which in the end led to their success as a community. Today, the Watts neighborhood is largely Hispanic, but remains poor and with high unemployment. The community’s relationships with police have improved since it is now more diverse. That change took many years, but it was still possible, which shows that time and teamwork can create positive changes.

Sources:
Kelley, R. D. G. (2015, August 11). Op-ed: Watts: Remember what they built, not what they burned. Los Angeles Times. https://www.latimes.com/opinion/op-ed/la-oe-0811-kelley-watts-civil-society-20150811-story.html
Queally, J. (2015, August 8). Watts riots: Traffic stop was the spark that ignited days of destruction in L.A. Los Angeles Times. https://www.latimes.com/local/lanow/la-me-ln-watts-riots-explainer-20150715-htmlstory.html