Chapter Planning Guide - MS. HANNAWI'S CLASSROOM · 2020. 2. 28. · • Timed Readings Plus in...

680A

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

FOCUSBL OL AL ELL Daily Focus Skills Transparencies 20-1 20-2 20-3

TEACHAL American Literature Reading, URB p. 17

BL OL ELL Reading Essentials and Note-Taking Guide* p. 209 p. 212 p. 215

OL Historical Analysis Skills Activity, URB p. 118

BL OL ELL Guided Reading Activities, URB* p. 144 p. 145 p. 146

BL OL AL ELL Content Vocabulary Activity, URB* p. 123

BL OL AL ELL Academic Vocabulary Activity, URB p. 125

OL AL Critical Thinking Skills Activity, URB p. 128

BL OL ELL Reading Skills Activity, URB p. 117

BL OL ELL English Learner Activity, URB p. 121

OL AL Reinforcing Skills Activity, URB p. 127

BL OL AL ELL Differentiated Instruction Activity, URB p. 119

BL OL ELL Time Line Activity, URB p. 129

OL Linking Past and Present Activity, URB p. 130

BL OL AL ELL American Art and Music Activity, URB p. 135

BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 137

AL Enrichment Activity, URB p. 141

BL OL AL ELL American Biographies ✓ ✓

BL OL AL ELL Primary Source Reading, URB p. 131 p. 133

BL OL AL Supreme Court Case Studies p. 105 p. 115 p. 107

BL OL AL ELL The Living Constitution* ✓ ✓ ✓ ✓ ✓

OL AL American History Primary Source Documents Library ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Differentiated Instruction for the American History Classroom ✓ ✓ ✓ ✓ ✓

BL OL AL ELL StudentWorks™ Plus ✓ ✓ ✓ ✓ ✓

Note: Please refer to the Unit 6 Resource Book for this chapter’s URB materials. * Also available in Spanish

Print Material Transparency CD-ROM or DVD

Key to Teaching Resources

Chapter

BL Below Level OL On Level

AL Above Level ELL English Language Learners

Planning Guide

Key to Ability Levels

Plus

All-In-One Planner and Resource Center

680B

✓ Chapter- or unit-based activities applicable to all sections in this chapter.

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

TEACH (continued)

BL OL AL ELL American Music Hits Through History CD ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Cause and Effect Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Why It Matters Chapter Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL American Issues ✓ ✓ ✓ ✓ ✓

OL AL ELL American Art and Architecture Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL High School American History Literature Library ✓ ✓ ✓ ✓ ✓

BL OL AL ELL The American Vision: Modern Times Video Program ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Reading Strategies and Activities for the Social Studies Classroom ✓ ✓ ✓ ✓ ✓

Teacher Resources

Strategies for Success ✓ ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓ ✓

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests* p. 279 p. 280 p. 281 p. 283

BL OL AL ELL Authentic Assessment With Rubrics p. 45

BL OL AL ELL Standardized Test Practice Workbook p. 47

BL OL AL ELL ExamView® Assessment Suite 20-1 20-2 20-3 Ch. 20

CLOSEBL ELL Reteaching Activity, URB p. 139

BL OL ELL Reading and Study Skills Foldables™ p. 81

BL OL AL ELL American History in Graphic Novel p. 45

Chapter

• Interactive Lesson Planner • Interactive Teacher Edition • Fully editable blackline masters • Section Spotlight Videos Launch

• Differentiated Lesson Plans• Printable reports of daily

assignments• Standards Tracking System

Planning Guide

What Glencoe technology products improve students’ vocabulary?Vocabulary eFlashcards, ePuzzles and Games, and Vocabulary PuzzleMaker all build students’ vocabulary and help students understand key words and concepts from the textbook.

How can these products help my students?Vocabulary eFlashcards help students review and test their recall of content vocabulary, academic vocabulary, and people, places, and events for each chapter. ePuzzles and Games are an entertaining way for students to study the key facts, concepts, and vocabulary introduced in each chapter. The Vocabulary PuzzleMaker lets you quickly create word searches, crosswords, and jumbles that students can use to practice vocabulary from each chapter.

For Vocabulary eFlashcards and ePuzzles and Games, visit glencoe.com and enter a student ™ code to go directly to student resources for the chapter. For Vocabulary PuzzleMaker, enter a teacher code to go to teacher resources.

Using Glencoe’s

Vocabulary ToolsTeach With Technology

680C

Visit glencoe.com and enter ™ code TAVMT5154c20T for Chapter 20 resources.

You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill Social Studies widget.

Student Teacher ParentMedia Library

• Section Audio ● ●

• Spanish Audio Summaries ● ●

• Section Spotlight Videos ● ● ●

The American Vision: Modern Times Online Learning Center (Web Site)• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In Motion Animations ● ● ●

• Study Central™ ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ● ● ●

• Historical Thinking Activities ●

• Beyond the Textbook ● ● ●

Integrating TechnologyChapter

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The following articles relate to this chapter:

• “Latinos Rise Nationwide: America’s New Majority Minority,” by A.R. Williams, November 2003.

• “Philadelphia’s African Americans: A Celebration of Life,” by Roland L. Freeman, August 1990.

Access National Geographic’s new, dynamic MapMachine Web site and other geography resources at:

www.nationalgeographic.comwww.nationalgeographic.com/maps

Use this database to search more than 30,000 titles to create a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 8 reading level:• Learning about Justice from the Life of Cesar Chavez, by

Jeanne Strazzabosco

For students at a Grade 9 reading level:• Cesar Chavez: Labor Leader, by Maria E. Cedeno

For students at a Grade 10 reading level:• Warriors Don’t Cry, by Melba Pattillo Beals

For students at a Grade 11 reading level:• The Beatles, by Michael Burgan

For students at a Grade 12 reading level:• Andy Warhol: Prince of Pop, by Jan Greenburg & Sandra

Jordan

680D

The following videotape programs are available from Glencoe as supplements to this Modern Times chapter:

• Jimmy Carter (ISBN 1-56-501530-4)

• Drive for the American Dream (ISBN 1-56-501221-6)

To order, call Glencoe at 1-800-334-7344. To find classroom resources to accompany many of these videos, check the following home pages:

A&E Television: www.aetv.comThe History Channel: www.historychannel.com

Reading List Generator

CD-ROM

®

Additional Chapter Resources

• Timed Readings Plus in Social Studies helps stu-dents increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com

Index to National Geographic Magazine:

Chapter

http://www.aetv.com

http://www.nationalgeographic.com/maps

http://www.historychannel.com

http://www.jamestowneducation.com

http://nationalgeographic.com

U.S. PRESIDENTS

U.S. EVENTSWORLD EVENTS

The Politics The Politics of Protest

1960

Chapter

Eisenhower 1953–1961

1968• Soviet Union halts

democratic uprising in Czechoslovakia

1962• Cuban

missile crisis

1964• China becomes

world’s fifth nuclear power

1965 1970

Nixon 1969–1974

1966• National

Organization for Women and United Farm Workers organized

Johnson1963–1969

1963• The

Feminine Mystique is published

Kennedy1961–1963

1962• Silent Spring is published

1960–1980SECTION 1 Students and the Counterculture

SECTION 2 The Feminist Movement

SECTION 3 Latino Americans Organize

▲ César Chávez leads a march in Delano, California, in 1966.

680 Chapter 20 The Politics of Protest

680

Introducing

Chapter

FocusMAKING CONNECTIONSCan Protests Bring Change?Ask students to give examples of why groups today use public pro-test to achieve change. Have stu-dents discuss whether protesters in the 1960s and 1970s might have achieved comparable change using other approaches. Then ask whether the protests of the 1960s and 1970s continue to influence the rights, workplaces, and economic opportunities of students, women, and Latinos today. Students should evaluate their answers after they have completed the chapter. OL

TeachThe Big IdeasAs students study the chapter, remind them to consider the sec-tion-based Big Ideas included in each section’s Guide to Reading. The Essential Questions in the activities below tie in to the Big Ideas and help students think about and understand important chapter concepts. In addition, the Hands-on Chapter Projects with their culminating activities relate the content from each section to the Big Ideas. These activities build on each other as students progress through the chapter. Section activities culminate in the wrap-up activity on the Visual Summary page.

Section 1Students and the Counterculture Essential Question: How did students and the counterculture want to change society? (They wanted a society that was free of war, pov-erty, pressure to conform, and materialism; was tolerant; and offered equal justice and opportu-nity for all.) Point out that in Section 1 stu-dents will learn about the impact of protest and the counterculture on society. OL

Section 2The Feminist Movement Essential Question: What were the goals of the feminist movement that began in the 1960s? (Women wanted equal pay for equal work, better educational and career opportuni-ties, more career choices, and reproductive choice.) Point out that in Section 2 students will learn about the impact of the renewed women’s movement on society. OL

Dinah Zike’s Foldables

Dinah Zike’s Foldables are three-dimensional, interac-tive graphic organizers that help students practice basic writing skills, review vocabu-lary terms, and identify main ideas. Instructions for creat-ing and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study Skills Foldables booklet.1975 1980

1979• Nuclear

accident at Three Mile Island

1975• Last European colonies in

Africa gain independence from Portugal

1979• Ayatollah Khomeini

leads revolution against the Shah of Iran

Organizing Information Make a Four-Door Book Foldable about the Berkeley Free Speech Movement, Students for a Democratic Society (SDS), or the National Organization for Women. As you read, complete the Four-Door Book by answering the ques-tions who, what, when, and why.

WhatWho

When Why

Ford 1974–1977

Carter 1977–1981

1973• Roe v. Wade decision

on abortion • Native Americans

clash with FBI at Wounded Knee

MAKING CONNECTIONS

Can Protests Bring Change?The civil rights movement that began in the 1950s inspired other groups in American society to stage pro-tests in the 1960s and 1970s. Students, women, and Latinos all formed organizations and began demanding changes in how American society treated them. Instead of trying to lobby legislatures or educate voters, all of these groups used mass protests and demonstrations to draw attention to their cause.

• Why do you think these groups decided to use public protests to achieve change?

• How has society changed for students, women, and Latinos?

Chapter Audio

Chapter 20 The Politics of Protest 681

Visit glencoe.com

and enter code TAVMT5147c20 for Chapter 20 resources.

681

Visit glencoe.com and enter code TAVMT5154c20T for Chapter 20 resources, including a Chapter Overview, Study Central™, Study-to-Go, Student Web Activity, Self-Check Quiz, and other materials.

More About the PhotoVisual Literacy César Chávez was born in 1927 on a small farm near Yuma, Arizona. When his father lost his land during the Depression, Chávez began work-ing as a migrant farm worker to help support the family. After serving in the navy during World War II, he returned to farm labor. Soon he became committed to improving the lives of farm workers. For his leadership, he received the Presidential Medal of Freedom.

Section 3Latino Americans OrganizeEssential Question: What were the goals of the Latinos who organized? (They wanted an end to discrimination; improved working condi-tions, and greater pay, especially for farm workers; increased Latino voter participation and more Latino candidates elected.) Point out that in Section 3 students will learn about the impact of Latino organizations and movements. OL

Introducing

Chapter

http://glencoe.com

http://glencoe.com

Section 1

Students and the Counterculture

The 1960s was one of the most tumultuous decades in American history. The decade also gave birth to a

youth movement that challenged the American political and social system and conventional middle-class values.

The Rise of the Youth MovementMAIN Idea The youth protest movement of the 1960s included Students

for a Democratic Society and the Free Speech Movement.

HISTORY AND YOU Do you know of any groups that work to improve soci-ety? Read how the youth of the 1960s protested social injustice.

The roots of the 1960s youth movement stretched back to the 1950s. In the decade after World War II, the country had enjoyed a time of peace and prosperity. Prosperity did not extend to all, how-ever, and some, especially the artists and writers of the beat move-ment, had openly criticized American society. They believed American society valued conformity over independence and financial gain over spiritual and social advancement.

At the same time, the turmoil of the civil rights movement had raised serious questions about racism in American society, and the nuclear arms race between the United States and the Soviet Union made many of the nation’s youth uneasy about the future. For many young people, the events of the 1950s had called into question the wisdom of their parents and their political leaders.

The youth movement originated with the baby boomers, the huge generation born after World War II. By 1970, 58.4 percent of the American population was 34 years old or younger. (By comparison, those 34 or younger in 2000 represented an estimated 48.9 percent.) The early 1960s also saw a rapid increase in enrollment at colleges. The economic boom of the 1950s meant more families could afford to send their children to college. Between 1960 and 1966, enrollment in four-year colleges rose from 3.1 million to almost 5 million. College life gave young people a sense of freedom and independence. It also allowed them to meet and bond with others who shared their feel-ings about society and fears about the future. It was on college cam-puses across the nation that youth protest movements began and reached their peak.

Students for a Democratic SocietySome young people were concerned most about the injustices

they saw in the country’s political and social system. In their view, a small wealthy elite controlled politics, and wealth itself was unfairly

Section Audio Spotlight Video


Guide to ReadingBig IdeasStruggles for Rights During the 1960s, many of the country’s young people raised their voices in protest against numerous aspects of American society.

Content Vocabulary• counterculture (p. 684)• hippies (p. 684)• communes (p. 685)

Academic Vocabulary• rationality (p. 684)• conformity (p. 685)

People and Events to Identify• Port Huron Statement (p. 683)• Tom Hayden (p. 683)• Free Speech Movement (p. 683)• Haight-Ashbury district (p. 685)• Woodstock (p. 685)• Bob Dylan (p. 685)

Reading StrategyOrganizing Use the major headings of this section to create an outline similar to the one below.

Students and the CountercultureI. The Rise of the Youth Movement

A.B.

II.A.B.

Chapter 20 • Section 1

BellringerDaily Focus Transparency 20-1

Guide to ReadingAnswer to the Graphic:I. The Rise of the Youth Movement A. SDS B. The Free Speech MovementII. The Counterculture A. Hippie Culture B. The Impact of Counterculture 1. Fashion 2. Music

To generate student interest and provide a springboard for class discussion, access the Chapter 20, Section 1 video at glencoe.com or on the video DVD.

DAILY FOCUS SKILLS TRANSPARENCY 20-1

ANSWER: DTeacher Tip: After students answer the question, explainthat an economic boom meant more families could affordto send their children to college.

UNIT

6Chapter 20

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Making Inferences

COLLEGE ENROLLMENT

Num

ber

of C

olle

ge S

tude

nts

(in

Mill

ions

)

0

1

2

3

4

5

1960 1966

3.1

5.0

Directions: Answer the followingquestion based on the graph.

What can you infer aboutthe effect of the 1950s economic boom on collegeenrollment in the 1960s?

A It contributed to the declinein college enrollment.

B It did not cause any change incollege enrollment.

C It contributed to the slightincrease in college enrollment.

D It contributed to the significant increase in college enrollment.

R Reading Strategies C Critical

Thinking D Differentiated Instruction W Writing

Support S Skill Practice

Teacher Edition• Taking Notes, p. 688• Academic Vocab., p. 689

Additional Resources• Pri. Source Read., URB

p. 131• Guid. Read. Act., URB

p. 144• Reading Skills Act., URB

p. 117

Teacher Edition• Analyzing Pri. Sources,

pp. 683, 687, 690

Additional Resources• Critical Thinking Skills

Activity, URB p. 128• Quizzes and Tests, p. 279• Supreme Court Case

Studies, p. 105

Additional Resources• Am. Art and Music Act.,

p. 135• Am. History in Graphic

Novel, p. 45• Academic Vocab. Act.,

URB p. 123• Enrichment Act., URB

p. 141

Teacher Edition• Descriptive Writing,

p. 684• Persuasive Writing,

p. 688• Content Vocab. Act.,

URB p. 125

Additional Resources• Read. Essen., p. 209• Time Line Act., URB

p. 129

Resource Manager

Focus

http://glencoe.com

The Student Movement

divided. These young people formed what came to be known as the New Left. (The “new” left differed from the “old” left of the 1930s, which had advocated socialism and communism.)

A prominent organization within the New Left was Students for a Democratic Society (SDS), founded in 1959. It defined its views in a 1962 declaration known as the Port Huron Statement. Written largely by Tom Hayden, editor of the University of Michigan’s student newspaper, the declaration called for an end to apathy and urged citizens to stop accepting a country run by big corporations and big government.

SDS chapters focused on protesting the Vietnam War, but they also addressed other issues, including poverty, campus regulations, nuclear power, and racism. In 1968, for exam-ple, SDS leaders assisted in an eight-day occu-pation of several buildings at Columbia University to protest the administration’s plan to build a new gym in an area that had served as a neighborhood park near Harlem.

The Free Speech MovementAnother movement that captured the

nation’s attention in the 1960s was the Free Speech Movement, led by Mario Savio and others at the University of California at Berkeley. The movement began when the uni-versity decided, in the fall of 1964, to restrict students’ rights to distribute literature and to recruit volunteers for political causes on cam-pus. The protesters, however, quickly targeted more general campus matters as well.

Like many college students, those at Berkeley were dissatisfied with practices at their university. Officials divided huge classes into sections taught by graduate students, while many professors claimed they were too busy with research to meet with students. Faceless administrators made rules that were not always easy to obey and imposed punish-ments for violations. Feeling isolated in this impersonal environment, many Berkeley stu-dents rallied to support the Free Speech Movement.

PRIMARY SOURCE

In 1962 Students for a Democratic Society issued the Port Huron Statement explaining SDS and the reasons for their actions:

“We are people of this generation, bred in at least mod-est comfort, housed now in universities, looking uncomfort-ably to the world we inherit. . . .

When we were kids the United States was the wealthiest and strongest country in the world . . . Freedom and equality for each individual, government of, by, and for the people—these American values we found good. . . .

As we grew, however, our comfort was penetrated by events too troubling to dismiss. First, the permeating and victimizing fact of human degradation, symbolized by the Southern struggle against racial bigotry, compelled most of us from silence to activism. Second, the enclosing fact of the Cold War, symbolized by the presence of the Bomb, brought awareness that we ourselves, and our friends, and millions of abstract ‘others’ . . . might die at any time.

. . . Our work is guided by the sense that we may be the last generation in the experiment with living. . . . The search for truly democratic alternatives to the present, and a com-mitment to social experimentation with them, is a worthy and fulfi lling human enterprise, one which moves us and, we hope, others today.

—from the Port Huron Statement, 19621. Determining Cause and Effect What two

issues led to the activism of the members of SDS?

2. Summarizing What were the two goals of the group?

▲

Members of SDS protest the Vietnam War

C



Teach

C Critical ThinkingAnalyzing Primary Sources Have students read the Primary Source on page 683. Ask: How did the American values the students had embraced as children help motivate their later protests? (Racism and inequality were at odds with these values.) BL

Answers:1. Accept any two: racism, the

Cold War, threat of nuclear attack

2. truly democratic alternatives to the present and social experimentation

Presenting a Historical Drama

Step 1: Assigning Groups Small groups of students receive their assignments.

Directions Organize the class into groups and have each prepare a dramatic presenta-tion on one of the situations below or another of their choice. Encourage all stu-dents to participate and have each group present their skit to the rest of the class.

• a brother and sister in college trying to explain the counterculture to their parents

• a group of women at the first meeting of the National Organization for Women, setting goals and planning action

• a group of Latino farm workers discussing the benefits and risks of a strike

Putting It Together Encourage students to begin a separate section of their note-books to take notes on the chapter from the perspective of the Americans they will role-play. OL (Chapter Project continued on page 687)

683

Hands-On Chapter Project

Step 1

Come senators, congressmenPlease heed the callDon’t stand in the doorwayDon’t block up the hallFor he that gets hurtWill be he who has stalledThere’s a battle outsideAnd it is ragin’.It’ll soon shake your windowsAnd rattle your wallsFor the times they are a-changin’.

Come mothers and fathers Throughout the landAnd don’t criticizeWhat you can’t understandYour sons and your daughtersAre beyond your commandYour old road isRapidly agin’.Please get out of the new oneIf you can’t lend your handFor the times they are a-changin’.

—from “The Times They Are A-Changin’”

The struggle between Berkeley’s students and administrators peaked on December 2, 1964, with a sit-in and powerful speech by Savio. Early the next morning, 600 police offi-cers entered the campus and arrested more than 700 protesters.

The arrests set off an even larger protest movement. Within days, a campus-wide strike had stopped classes and many members of the faculty also voiced their support for the Free Speech Movement. In the face of this growing opposition, the administration gave in to the students’ demands.

Soon afterward, the Supreme Court upheld students’ rights to freedom of speech and assembly on campuses. In a unanimous vote, the Court upheld the section of the Civil Rights Act assuring these rights in places offering public accommodations, which, by definition, included college campuses. The Berkeley revolt was one of the first major student protests in the 1960s, and it became a model for others. The tactics the Berkeley protesters had used were soon being used in college demonstra-tions across the country.

Synthesizing What were three reasons for the growth of the youth movement of the 1960s?

The CountercultureMAIN Idea Counterculture youths tried to cre-

ate an alternative to mainstream culture.

HISTORY AND YOU Do you know anyone today who rejects mainstream society? Read on to learn about the ideas of the 1960s counterculture.

While many young Americans in the 1960s sought to reform the system, others rejected it entirely and tried to create a new lifestyle based on flamboyant dress, rock music, drug use, and communal living. They created what became known as the counterculture and were com-monly called “hippies.”

Hippie CultureOriginally, hippies rejected rationality,

order, and traditional middle-class values. They wanted to build a utopia—a society that was freer, closer to nature, and full of love, empa-thy, tolerance, and cooperation. Much of this was a reaction to the 1950s stereotype of the white-collar “man in the gray flannel suit” who led a constricted and colorless life.

As the counterculture grew, many newcom-ers did not understand these ideas. For them, what mattered were the outward signs that

The Counterculture

1. Identifying What two groups does Dylan address in these two stanzas?

2. Finding the Main Idea What is Dylan asking these groups to do?

▲ Bob Dylan performs at the Newport Folk Festival in 1965.

▲ Hippies at a festival in New Orleans, Louisiana in 1971

W



W Writing SupportDescriptive Writing Have stu-dents study the photo on page 684 and the outward signs that defined the student protest move-ment. Tell them to write a letter from the viewpoint of a student from a traditional mainstream town arriving at an urban college. The letter should describe the stu-dents, sights, sounds, and activi-ties to a friend at home. OL

684

Additional Support

Answers:1. members of Congress/the

government and parents/the older generation

2. Sample answer: He is telling them to either be helpful and understanding or stay out of the way of the young generation.

Answer:criticism of conformity and materialism; injustices in the political system and society; increased college enrollment

Activity: Interdisciplinary Connection

Music Encourage students to use library and Internet resources to find lyrics for songs that expressed the sentiments of protesters or the counterculture of the 1960s. Have students select three different sets of lyrics and write a paragraph explaining how each one represents

these sentiments. Find recordings of one or more of the songs to play for the class. Then discuss with students whether any of the song lyrics could apply to sentiments held by people today. OL

Section 1 REVIEWdefined the movement—long hair, Native American headbands, cowboy boots, long dresses, shabby jeans, and the use of drugs.

Many hippies wanted to drop out of society by leaving home and living together in communes—group living arrangements in which members shared everything and worked together. Some hippies established rural communes, while others lived together in parks or crowded apartments in large cities. One of the most famous hippie destinations was San Francisco’s Haight-Ashbury district. By the mid-1960s, thousands of hippies had flocked there.

The Impact of the CountercultureAfter a few years, the counterculture movement began to

decline. Some urban hippie communities became dangerous places where muggings and other criminal activity took place. The glamour of drug use waned as more and more young people became addicted or died from overdoses. In addition, many peo-ple in the movement had gotten older and moved on. Although the counterculture declined without achieving its utopian ideals, it did change some aspects of American culture.

Fashion Protesters and members of the counterculture often expressed themselves with their clothing. By wearing cheap sur-plus clothes recycled from earlier decades and repaired with patches, they showed that they were rejecting both consumerism and the social class structure. Ethnic clothing was popular for similar reasons. Beads and fringes imitated Native American costumes, while tie-dyed shirts borrowed techniques from India and Africa.

Perhaps the most potent symbol of the era was hair. Long hair, beards, and mustaches on young men symbolized defiance of both 1950s conformity—when buzz cuts were popular—and the military, which required all recruits to have short hair. School officials at the time debated the acceptable length of a student’s hair. Over time, however, longer hair on men and more individ-ual clothing for both genders became generally accepted. What was once the clothing of defiance became mainstream.

Music Counterculture musicians made use of folk music and the rhythms of rock ’n’ roll and wrote heartfelt lyrics that expressed the hopes and fears of their generation. At festivals such as Woodstock, held in upstate New York in August 1969, and in Altamont, California, later that year, hundreds of thousands of people gathered to listen to the new music.

Major folk singers included Bob Dylan, who became an important voice of the movement, as did singers Joan Baez and Pete Seeger. Rock musicians popular with the counterculture included Jimi Hendrix, Janis Joplin, and The Who. These musi-cians used electrically amplified instruments that drastically changed the sound of rock, and their innovations continue to influence musicians today.

Evaluating What lasting impact did the countercul-ture have on the nation?

Study Central™ To review this section, go to glencoe.com and click on Study Central.

685

Vocabulary1. Explain the significance of: Port Huron

Statement, Tom Hayden, Free Speech Movement, counterculture, hippies, communes, Haight-Ashbury district, Woodstock, Bob Dylan.

Main Ideas2. Describing With what issues did SDS

concern itself?

3. Summarizing What were the core ideals of the members of the counterculture?

Critical Thinking4. Big Ideas How did the U.S. Supreme

Court validate the actions of the members of the Free Speech Movement?

5. Organizing Use a graphic organizer similar to the one below to list the causes of the youth movement.

Youth Movement

Causes

6. Analyzing Visuals Study the image on page 683. Why do you think that older adults were frightened or threatened by the student movement?

Writing About History7. Descriptive Writing Suppose that you

are a journalist in the 1960s. Write an article in which you visit a commune and describe the hippie culture of the day.

685


Section 1 REVIEW

Answers

Assess

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: What were the goals and accomplishments of the student movement and the counterculture? (They wanted a society that was free of war, poverty, pressure to conform, and material-ism; was tolerant; and offered equal justice and opportunity for all. Students won freedom of speech, assembly, and public protest in gen-eral. The counterculture liberalized fashion, influenced music and less-ened pressure to conform.)

1. All definitions can be found in the section and the Glossary.

2. It focused on protesting the Vietnam War, but it also addressed other issues, including poverty, racism, freedom of speech and assembly, and nuclear power, unequal dis-tribution of wealth.

3. They wanted a society that was freer, closer to nature, and full of love, empathy, toler-ance, and cooperation.

4. It upheld the rights to freedom of speech and of assembly on campuses.

5. criticism of conformity and materialism, baby boom and increased college enroll-ments, social and political injustice

6. Possible answer: The students’ culture was completely different from the culture of their parents. The young people appeared unkempt, they seemed disrespectful of the values of their parents, and they were vocal and angry.

7. Students’ articles will vary. Articles should include descriptions of hippie commune life based on the section and students’ prior knowledge.

Answer:changes in fashion and music and the idea that alternatives to mainstream culture were possible

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Section 2

The Feminist Movement

By the 1960s, many women had become increasingly dissatisfied with society’s perception of women and

their place in society. Some women began to join orga-nizations aimed at improving their role in society. The Equal Rights Amendment stirred a national debate.

A Renewed Women’s Movement MAIN Idea Women in the 1960s and 1970s began creating organizations

to change society through education and legislative action.

HISTORY AND YOU Have you ever read a book that spurred you to action or got you excited? Read on to learn about a book that helped define and reawaken the women’s movement.

African Americans and college students were not the only groups seeking to change American society in the 1960s. By the middle of the decade, a new women’s movement had emerged as many women became discontent with their status and treatment in American soci-ety. This movement became known as the feminist movement, or the women’s liberation movement.

Feminism—the belief that men and women should be equal politically, economically, and socially—had been a weak and often embattled force since the adoption of the Nineteenth Amendment guaranteeing women’s voting rights in 1920. Soon after the amend-ment was ratified, the women’s movement split into two camps. For the next 40 years, it had very little political influence.

The onset of World War II provided women with greater oppor-tunity, at least temporarily. With many men enlisted in the army, women became an integral part of the nation’s workforce. After the war, however, many women returned to their traditional role of homemaker. Even though 8 million American women had gone to work during the war, the new postwar emphasis on having babies and establishing families discouraged women from seeking employ-ment. Many Americans assumed that a good mother should stay home to raise her children.

Despite the popular emphasis on homemaking, however, the number of women who held jobs outside the home actually increased during the 1950s. Most women who went to work did so in order to help their families maintain their comfortable lifestyles. By 1960, nearly one-third of all married women were part of the paid workforce. Yet many people continued to believe that women, even college-educated women, could better serve society by remaining in the home to influence the next generation of men.



Guide to ReadingBig IdeasStruggles for Rights Women orga-nized to claim their rights and responsi-bilities as citizens.

Content Vocabulary• feminism (p. 686)

Academic Vocabulary• gender (p. 687)• compatible (p. 691)

People and Events to Identify• Equal Pay Act (p. 687)• Betty Friedan (p. 687)• National Organization for Women

(NOW) (p. 688)• Gloria Steinem (p. 688)• Equal Rights Amendment (ERA) (p. 689)• Phyllis Schlafly (p. 690)• Title IX (p. 690)

Reading StrategyCategorizing Use a graphic organizer similar to the one below to list the main arguments for and against the Equal Rights Amendment (ERA).

For ERA Against ERA



Guide to ReadingAnswers: League of Women Voters: promoted laws to protect women and children; National Woman’s Party: opposed protec-tive legislation because it rein-forced workplace discrimination


Comparing and Contrasting


ANSWER: HTeacher Tip: Make sure students understand that theinformation describes what NOW and Stop-ERA believedthe ERA would accomplish.

UNIT

6Chapter 20

• Gives women greater educational opportunities

• Gives equal pay for equal work• Stops the exclusion of women

from certain professions and most levels of politics

• Destroys traditional American values and social patterns

• Takes away legal rights of wives, especially in divorce cases

• Takes away the right to have single-gender colleges

NOW

Stop-ERA

THE EQUAL RIGHTS AMENDMENTDirections: Answer the followingquestion based on the informationat left.

How did the NationalOrganization for Womenand the Stop-ERA campaigns differ in theirreactions to the proposedEqual Rights Amendment?

F Stop-ERA wanted to changesocial patterns while NOWdid not want change.

G Stop-ERA supported theamendment while NOW wasagainst it.

H NOW wanted new rightswhile Stop-ERA feared losingrights.

J NOW wanted political powerwhile Stop-ERA wanted torepeal women’s right to vote.





Teacher Edition• Taking Notes, p. 688• Academic Vocab., p. 689

Additional Resources• American Lit. Read.,

URB p. 17• Guided Read., URB p. 145

Teacher Edition• Analyzing Prim. Sources,

pp. 687, 690

Additional Resources• Linking Past and

Present, URB p. 130• Interp. Pol. Cartoons

Act., URB p. 137• Supreme Court Case

Studies, p. 115• Quizzes and Tests, p. 280

Additional Resources• Interp. Pol. Cartoons,

URB p. 137 • Differentiated Instr. Act.,

URB p. 119

Teacher Edition• Persuasive Writing,

p. 688

Additional Resources• Read. Essen., p. 212 • Reinforcing Skills Act.,

URB p. 127

Resource Manager

Focus

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Origins of the MovementBy the early 1960s, many women were

increasingly resentful of a world where news-paper ads separated jobs by gender, banks denied them credit, and, worst of all, they often were paid less for the same work. Women found themselves shut out of higher-paying professions such as law, medicine, and finance. By the mid-1960s, about 47 percent of American women were in the workforce, but three-fourths of them worked in lower paying cleri-cal, sales, or factory jobs, or as cleaning women and hospital attendants.

Workplace Rights One stimulus that invig-orated the women’s movement was the President’s Commission on the Status of

Women, established by President Kennedy and headed by Eleanor Roosevelt. The com-mission’s report highlighted the problems faced by women in the workplace and helped create a network of feminist activists who lob-bied Congress for women’s legislation. In 1963, with the support of organized labor, they won passage of the Equal Pay Act, which in most cases outlawed paying men more than women for the same job.

The Feminine Mystique Although many working women were angry about inequality in the workplace, many other women who had stayed home were also discontent. Betty Friedan tried to describe the reasons for their discontent in her book The Feminine Mystique,published in 1963.

What Caused the Women’s Movement? PRIMARY SOURCE

In 1963 Betty Friedan tried to describe the feelings that would lead to the rebirth of the women’s movement:

“The problem lay buried, unspoken, for many years in the minds of American women. . . . Each suburban housewife struggled with it alone. As she made the beds, shopped for groceries, matched slipcover material, ate peanut butter sand-wiches with her children, chauffeured Cub Scouts and Brownies . . . she was afraid to ask even of herself the silent question—‘Is this all?’

. . . In the fi fteen years after World War II, this mystique of feminine fulfi llment became the cherished and self-perpetuating core of contemporary American culture. Millions of women lived their lives in the image of those pretty pictures of the American suburban housewife . . . Words like ‘emancipation’ and ‘career’ sounded strange and embarrassing. . . .

But on an April morning in 1959, I heard a mother of four, having coffee with four other mothers in a suburban develop-ment . . . say in a tone of quiet desperation, ‘the problem.’ And the others knew, without words, that she was not talking about a problem with her husband, or her children, or her home. Suddenly they realized they all shared the same prob-lem, the problem that has no name.

. . . Sometimes a woman would say ‘I feel empty somehow . . . incomplete.’ Or she would say, ‘I feel as if I don’t exist.’”

—from The Feminine Mystique

▲ Betty Friedan, 1972

1. Making Inferences What was the “feminine mystique”?

2. Drawing Conclusions What do you think “the problem” was?

3. Hypothesizing Why might President Kennedy have wanted Eleanor Roosevelt to head the commission studying the status of women?

▲ President Kennedy meets with Eleanor Roosevelt, Representative Edith Green (center) and Esther Peterson, director of the Women’s Bureau at the Department of Labor (right) in early 1962 to discuss the findings of the President’s Commission on the Status of Women.

The women’s movement was revitalized in the 1960s, partly because of the efforts of the President’s Commission on the Status of Women, and partly because writers, such as Betty Friedan, convinced women the time had come to take action.

C




Step 2: Write and Plan the Drama Students begin to write their scripts, includ-ing lines and stage directions. They create any props they might need, such as posters, signs, buttons, or headbands.

Directions Remind students that their dramas should be based on the content of

the section. Written scripts can be rough guides, with students free to improvise. Props should be appropriate to protests of the time and the situation they will enact.

Putting It Together Ask students to read each others’ drafts and suggest changes for the second draft. OL (Chapter Project continued on page 693)

687


Step 2

Teach

C Critical ThinkingAnalyzing Primary Sources Have students read the Primary Source quotation. Ask: Do you agree that the only way women in the 1960s could go was up? (Answers will vary. Some students may point out that they could have lost rights gained earlier, such as the right to vote and own property. Others might point out that these women enjoyed more rights than some women around the world enjoy today.) OL

Answers:1. The “feminine mystique” was

the postwar myth that all women should be completely fulfilled as wives and mothers and not seek professional interests outside the home.

2. “The problem” was that many women felt incomplete and unfulfilled as wives and mothers operating solely in the home.

3. The former First Lady had a history of support for civil rights and human rights.

Friedan had traveled around the country inter-viewing women who had graduated with her from Smith College in 1942. She found that while most of these women reported having everything they could want in life, they still felt unfulfilled.

Friedan’s book became a best-seller. Many women began reaching out to one another, pouring out their anger and sadness in what came to be known as consciousness-raising sessions. While they talked informally about their unhappiness, they were also building the base for a nationwide mass movement.

The Civil Rights Act and Women Con-gress gave the women’s movement another boost by including them in the 1964 Civil Rights Act. Title VII of the act outlawed job discrimination not only on the basis of race, color, religion, and national origin, but also on the basis of gender. The law provided a strong legal basis for the changes the women’s movement would later demand.

Given the era’s attitudes about what kind of work was proper for women, simply having the law on the books was not enough. Even the agency charged with administering the civil rights act—the Equal Employment Opportunity Commission (EEOC)—accepted the idea that jobs could be gender-specific. In 1965 the commission ruled that gender-segregated help-wanted ads were legal.

The Time Is NOW By June 1966, Betty Friedan returned to an

idea that she and other women had been con-sidering—the need for an organization to pro-mote feminist goals. On the back of a napkin she scribbled that it was time “to take the actions needed to bring women into the main-stream of American society, now . . . in fully equal partnership with men.” Friedan and others then set out to form the National Organization for Women (NOW).

In October 1966, a group of about 300 women and men held the founding confer-ence of NOW. “The time has come,” its found-ers declared, “to confront with concrete action the conditions which now prevent women from enjoying the equality of opportunity and freedom of choice which is their right as indi-vidual Americans and as human beings.”

The new organization responded to frus-trated housewives by demanding greater edu-

cational opportunities for women. The group also focused much of its energy on aiding women in the workplace. NOW leaders denounced the exclusion of women from certain professions and from most levels of politics. They lashed out against the practice of paying women less than men for equal work, a practice the Equal Pay Act had not eliminated.

When NOW set out to pass an Equal Rights Amendment to the Constitution, its member-ship rose to over 200,000. By July 1972, the movement had its own magazine, Ms., which kept readers informed about women’s issues. The editor of the magazine was Gloria Steinem, an author who became one of the movement’s leading figures.

Identifying What two forces helped bring the women’s movement to life again?

Should the Equal Rights Amendment Be Ratified?In the 1970s ratification of the Equal Rights Amendment (ERA) was a hotly debated issue. Organizations such as NOW and other supporters of the amendment fought hard for its ratification. One of these was U.S. Representative Shirley Chisholm, who spoke out in support of the ERA in a speech to Congress in 1970. In 1971 conservative activist Phyllis Schlafly formed the group Stop-ERA to fight the legislation.

R

R

W



688

R Reading StrategyTaking Notes Have students use the heads of the section to create a study outline. As they complete each subhead, have them write notes about the important points. Then encourage them to discuss their outlines with a partner and make any modifica-tions that would improve their notes. BL

W Writing SupportPersuasive Writing Have stu-dents write an editorial support-ing or challenging the EEOC’s decision that jobs and want ads could be gender-specific. Then have them write a letter to the editor arguing against the posi-tion taken in the editorial. OL

Answer:the mass protests of ordinary women and the President’s Commission on the Status of Women

Extending the Content

Equal Rights Amendment In 1923 the National Woman’s Party (NWP) introduced an Equal Rights Amendment to the U.S. Constitu-tion. Some version of the ERA was introduced into every session of Congress between 1923 and 1972, when it was passed. It was sent to the states for ratification with a seven-year time limit, which was extended to 1982. The opposi-

tion that defeated the 1973 ERA was similar in many ways to opposition that derailed the earlier amendment. People concerned about women’s welfare feared that legal equality threatened laws that protected women.

AdditionalSupport

Successes and FailuresMAIN Idea The women’s movement made gains

for women in education and employment but has not achieved complete equality for women.

HISTORY AND YOU Have you ever seen men and women treated differently because of their gender? Read to learn how the women’s movement tried to get equal treatment for women in the 1960s and 1970s.

During the late 1960s and early 1970s, the women’s movement fought to amend the Constitution and enforce Title VII of the Civil Rights Act, lobbied to repeal laws against abor-tion, and worked for legislation against gender discrimination in employment, housing, and education. The movement had many successes, but also encountered strong opposition to some of the reforms it wanted.

The Equal Rights AmendmentThe women’s movement seemed to be off

to a strong start when Congress passed the Equal Rights Amendment (ERA) in March 1972. The amendment specified that “Equality of rights under the law shall not be denied or abridged by the United States or by any State on account of sex.” To become part of the Constitution, the amendment had to be rati-fied by 38 states. Many states did so—35 by 1979—but by then, significant opposition to the amendment had begun to build up.

Opponents of the ERA argued that it would take away some traditional rights, such as the right to alimony in divorce cases or the right to have single-gender colleges. They also feared it would allow women to be drafted into the military and eliminate laws that provided spe-cial protection for women in the workforce.

Phyllis SchlaflyAuthor and Conservative Activist

PRIMARY SOURCE

“This Amendment will absolutely and positively make women sub-ject to the draft. Why any woman would support such a ridiculous and un-American proposal as this is beyond com-prehension. . . . Foxholes are bad enough for men, but they certainly are not the place for women—and we should reject any proposal which would put them there in the name of ‘equal rights.’. . .

Another bad effect of the Equal Rights Amendment is that it will abolish a woman’s right to child support and alimony . . .

Under present American laws, the man is always required to support his wife and each child he caused to be brought into the world. Why should women abandon these

good laws . . . ?”

—from the Phyllis Schlafly Report, February 1972

YES

Shirley ChisholmMember of the U.S. House of Representatives

PRIMARY SOURCE

“Discrimination against women . . . is so widespread that it seems to many persons normal, natural and right. . . .

It is time we act to assure full equality of opportunity . . . to women.

The argument that this amendment will not solve the problem of sex discrimination is not relevant. . . . Of course laws will not eliminate prejudice from the hearts of human beings. But that is no reason to allow prejudice to continue to be enshrined in our laws. . . . The Constitution they wrote was designed to protect the rights of white, male citizens. As there were no black Founding Fathers, there were no founding mothers—a great pity, on both counts. It is not too late to complete the work they left undone.”

—speech before Congress,

August 10, 1970

NO

1. Summarizing Why does Chisholm believe that the ERA is necessary?

2. Explaining What does Schlafly say was the main flaw in the argu-ments of the ERA supporters?

3. Evaluating With which position do you agree? Write a paragraph to explain your choice.

R



689

R Reading StrategyAcademic Vocabulary Point out the term abridged in the sec-ond column. Help students use a dictionary and the context to define the word as “reduced.” Ask them in what ways equality under the law might be abridged because of gender. Remind them that many words have different meanings or shades of meaning depending on their context. ELL

Answers:1. To assure equality of opportu-

nity in a society where discrimi-nation is so ingrained that many people consider it right.

2. That it will subject women to the military draft and abolish a woman’s right to alimony and child support.

3. Students’ paragraphs will vary. Paragraphs should be based on points from both women, as well as personal experience and observation.

Role Playing Have students work in pairs. One partner in each pair should list what women in 1972 had to lose with the passage of the Equal Rights Amendment, while the other part-ner lists what women stood to gain. Tell stu-dents to draw on chapter content and their own knowledge. Students may also use library or

Internet sources to conduct further research. After students have completed their lists, have them share the list with their partner. After partners have studied each other’s lists, invite pairs to role-play for the class two state legislators discussing whether or not to vote for ratification. AL

Activity: Collaborative Learning

One outspoken opponent was Phyllis Schlafly, who organized the Stop-ERA cam-paign. By the end of 1979, four states had voted to rescind their approval. Many people had become worried that the amendment would give federal courts too much power to interfere with state laws. Unable to achieve ratification by three-fourths of the states by the deadline set by Congress, the Equal Rights Amendment finally failed in 1982.

Equality in EducationOne major achievement of the movement

came in the area of education. Kathy Striebel’s experience illustrated the discrimination female students often faced in the early 1970s. In 1971 Striebel, a high school junior in St. Paul, Minnesota, wanted to compete for her school’s swim team, but the school did not allow girls to join. Kathy’s mother, Charlotte, was a mem-ber of the local NOW chapter. Through it, she learned that St. Paul had recently banned gen-der discrimination in education. She filed a grievance with the city’s human rights depart-ment, and officials required the school to allow Kathy to swim.

Shortly after joining the team, Kathy beat out one of the boys and earned a spot at a meet. As she stood on the block waiting to swim, the opposing coach declared that she was ineligible because the meet was outside St. Paul and thus beyond the jurisdiction of its laws. “They pulled that little girl right off the block,” Charlotte Striebel recalled angrily.

Recognizing the problem, leaders of the women’s movement lobbied Congress to ban gender discrimination in education. In 1972 Congress responded by passing a law known collectively as the Educational Amendments. One section, Title IX, prohibited federally funded schools from discriminating against women in nearly all aspects of its operations, from admissions to athletics.

Right to Privacy and Roe v. Wade One aspect of the feminist movement was

securing the right to make private decisions, including reproductive decisions. A constitu-tional right to marital privacy was introduced in 1965 when the Supreme Court outlawed state bans on contraceptives for married couples in Griswold v. Connecticut. The right to privacy was

The Changing Status of Women

Analyzing VISUALS1. Analyzing By how much did the percentage of working

women increase between 1950 and 2000?

2. Interpreting What gains, if any, did women make in median income compared to men?

Source: Historical Statistics of the United States: Earliest Times to the Present, Volume 2.

605040302010

01950 1960 1970 1980 1990 2000

Perc

enta

ge

Year

Women in the Workforce

MaleFemale

Source: U.S. Census Bureau.

*Amount is in 2004 dollars.

$50

40

302010

020001990 1995

Year19751970 19851980

Inco

me

(thou

sand

s)*

Median Income, 1970–2000

For further

information on the case of Roe v. Wade, see page R60 in Supreme Court Case Summaries.

Women’s roles were changing in society. Although the ERA failed, more women entered the workforce and gender discrimination in schools was banned with the passage of Title IX.

C


690


Additional Support

C Critical ThinkingAnalyzing Primary Sources Have students study the graphs in the Primary Source feature. Ask: What might account for the con-tinuing gap between women’s and men’s median incomes? (Answers will vary. Some may say that women are still ending up in lower paid professions. Others may say women’s roles as primary par-ents may exert downward pressure on a self-employed woman’s income or the ability of a salaried woman to advance.) OL

Analyzing VISUALS

Answers: 1. from 30% to 60% (a 100%

increase between 1950 and 2000)

2. They made no real gains com-pared to men—the difference between women’s and men’s median income was still about the same in 2000 as it was in 1970.

Activity: Technology Connection

Title IX Tell students that Title IX of the 1972 Educational Amendments is still a fre-quently debated topic. Share these statis-tics: Girls’ participation in high school athletics has increased from fewer than 300,000 in the 1970s to almost 3 million; but girls still receive fewer opportunities to participate than boys do. Male college ath-letes receive $133 million more in athletic scholarship assistance. Coaches of women’s

teams receive about 35 percent less thancoaches of men’s teams. Have students discuss the participation of girls in their school’s athletics program and other school activities. Ask: How might these activities have been different before the Educational Amendments? (Answers will vary, but may mention the fact that most schools have women participating on athletic teams that may not have been funded before 1972.) Ask

students to choose a female student athlete and use the Internet to find information for a brief written report. Encourage them to download photographs to illustrate their reports. OL

REVIEWSection 2expanded beyond married couples when activists began challenginglaws against abortion. Until 1973, the right to regulate abortion was reserved to the states. This matched the original plan of the Constitution, which reserved all police power—the power to control people and property in the interest of safety, health, welfare, and morals—to the state. Early in the country’s history, some abortions were permitted in the early stages of pregnancy, but by the mid-1800s, states had passed laws prohibiting abortion, except to save the life of the mother.

In the late 1960s, some states began adopting more liberal abor-tion laws. For example, several states allowed abortion if carrying a baby to term might endanger the woman’s mental health or if she was a victim of rape or incest. The big change came with the 1973 Supreme Court decision in Roe v. Wade, which stated that state gov-ernments could not regulate abortion during the first three months of pregnancy, a time that was said to be within a woman’s constitu-tional right to privacy. During the second three months of pregnancy, states could regulate abortions on the basis of the health of the mother. States could ban abortion in the final three months except in cases of a medical emergency. Those in favor of abortion rights cheered Roe v. Wade as a victory, but the issue was far from settled politically. The decision gave rise to the right-to-life movement, whose members consider abortion morally wrong and advocate its total ban.

After the Roe v. Wade ruling, the two sides began an impassioned battle that continues today. In the 1992 case Planned Parenthood v. Casey, the Supreme Court modified Roe v. Wade. The court decided that states could place some restrictions on all abortions, such as requiring doctors to explain the risks and require their patients to give “informed consent,” or requiring underage girls to inform their parents before obtaining an abortion. The court struck down laws requiring women to notify their husbands before having an abor-tion, and abandoned the rule that states could ban abortion only in the final three months. Technology had now made it possible for the fetus to be viable outside the womb much earlier in a pregnancy. States could now restrict abortion based on the viability of the fetus.

The Impact of the Feminist Movement The women’s movement has profoundly changed society. Since

the 1970s, many women have pursued college degrees and careers outside of the home, and two-career families are much more com-mon than they were in the 1950s and 1960s. Many employers now offer options to help make work more compatible with family life, including flexible hours, on-site child care, and job sharing.

Even with those changes, a significant income gap between men and women still exists. A major reason for the gap is that many working women still hold lower-paying jobs such as bank tellers, administrative assistants, cashiers, schoolteachers, and nurses. It is in professional jobs that women have made the most dramatic gains since the 1970s. By 2000, women made up over 40 percent of the nation’s graduates receiving medical or law degrees.

Summarizing What successes and failures did the women’s movement experience during the late 1960s and early 1970s?


691

Vocabulary1. Explain the significance of: feminism,

Equal Pay Act, Betty Friedan, National Organization for Women (NOW), Gloria Steinem, Equal Rights Amendment (ERA), Phyllis Schlafly, Title IX.

Main Ideas 2. Explaining Why did more women work

outside the home in the 1950s?

3. Explaining Why were some people against passage of the ERA?

Critical Thinking4. Big Ideas What gains have been made

in women’s rights since the 1960s?

5. Organizing Use a graphic organizer sim-ilar to the one below to list the major achievements of the women’s movement.

Achievements

6. Analyzing Visuals Study the bar graph on page 690. What was the first year in which approximately half of all women were in the workforce?

Writing About History7. Persuasive Writing Assume the role of

a supporter or an opponent of the ERA. Write a letter to the editor of your local newspaper to persuade people to support your position.

691


Answers

Assess


CloseSummarizing Ask: What were the goals and accomplishments of the feminist movement that began in the 1960s? (Women wanted, and achieved, better edu-cational and career opportunities, more career choices, laws requiring equal pay for equal work, and reproductive choice.)

Answer:Successes: the Educational Amendments/Title IX, abortion rights, and improved working conditions and educational opportunities; Failures: not pass-ing the ERA, lingering income gap, most women still hold low-paying jobs

Section 2 REVIEW


2. Women worked outside the home to help the family enjoy a more comfortable lifestyle.

3. They were afraid of losing traditional pro-tections and rights, such as the exemption from military combat service, the right to alimony, and the right to have single-gender colleges.

4. More women have achieved equal pay for equal work, better educational opportuni-ties, more career choices, and more political power.

5. Equal Pay Act, Title VII in the Civil Rights Act, Title IX, Roe v. Wade, more career possibilities

6. 1980

7. Students’ letters will vary but should express a clear and logically reasoned viewpoint.

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Section 3

Latino Americans Organize

Most Mexican Americans and Mexican immigrants lived in the Southwest, where many faced dis-

crimination in jobs and housing. By the mid-twentieth century, more immigrants arrived from various parts of Latin America. Latinos formed civil rights organizations to challenge discrimination.

Latinos Migrate NorthMAIN Idea Mexicans, the largest Spanish-speaking immigrant group,

faced discrimination and segregation in the West and Southwest.

HISTORY AND YOU Have you ever heard of immigrants getting their “green cards,” which permit them to work in the United States? Read on to learn how the Bracero Program allowed some Mexicans to work on a tempo-rary basis.

Americans of Mexican heritage have lived in what is now the United States since before the founding of the republic. Their num-bers steadily increased in the 1800s, in part because the United States acquired territory where Mexicans already lived, and in part because Mexicans began migrating north to live in the United States. In the twentieth century, Mexican immigration rose dramatically.

In 1910 the Mexican Revolution began and the resulting turmoil prompted a wave of emigration from Mexico that lasted more than a decade. During the 1920s, half a million Mexicans immigrated to the United States through official channels, and an unknown number entered the country through other means. Precise population esti-mates are impossible to determine because many Mexicans fre-quently moved back and forth across the border.

Not surprisingly, persons of Mexican heritage remained concen-trated in the areas that were once the northern provinces of Mexico. In 1930, 90 percent of ethnic Mexicans in the United States lived in Texas, California, Arizona, New Mexico, and Colorado. In Texas, the favorite destinations for Mexican immigrants, cities such as San Antonio and El Paso, had large populations of Mexican Americans and Mexican immigrants. As a result of heavy Mexican immigration, the ethnic Mexican population in Texas grew from 71,062 in 1900 to 683,681 in 1930. Southern California, likewise, had a large Spanish-speaking population.

Of course, not all Mexican Americans remained in the West and Southwest. In the 1910s and 1920s, along with Americans of other ethnic backgrounds, many Mexican Americans headed for the cities of the Midwest and Northeast, where they found jobs in factories.



Guide to ReadingBig IdeasStruggles for Rights Latinos orga-nized to fight discrimination and to gain access to better education and jobs.

Content Vocabulary• repatriation (p. 694)• bilingualism (p. 697)

Academic Vocabulary• likewise (p. 692)• adequate (p. 696)

People and Events to Identify• League of United Latin American

Citizens (p. 695)• American GI Forum (p. 696)• César Chávez (p. 697)• Dolores Huerta (p. 697)• United Farm Workers (p. 697)• La Raza Unida (p. 697)• Bilingual Education Act (p. 697)

Reading StrategyOrganizing Complete a time line similar to the one below to record major events in the struggle of Latinos for equal civil and political rights.

1947 1954 1966

1967 1968 1969



Formulating Questions


ANSWER: DTeacher Tip: Tell students that useful questions should notbe too broad or too general.UNIT

6Chapter 20

Directions: Answer the followingquestion based on the text at left.

Which question would pro-vide the BEST informationabout how Chávez orga-nized people to makechanges?

A What was Chávez’s childhoodlike?

B How many people participat-ed in the boycott of grapes?

C Who were some other impor-tant labor organizers?

D What skills made Chávez asuccessful organizer?


César Chávez (1927–1993)

As a young person, CésarChávez experienced life as amigrant farm worker inCalifornia. Farm workers hadfew rights and were nottreated fairly. Chávez’s angerabout these conditions led tohis vision of a better futurefor Latinos. He believed thatorganizing was the only wayto empower his people. Heorganized a national boycottof grapes that forcedCalifornia growers to raisethe wages of farm workers.

Guide to ReadingAnswers may include: 1929: LULAC founded; 1947: Mendez v. Westminster ends school segrega-tion in California; 1954: Hernandez v. Texas increases Latino rights in Texas; 1966: Chávez and Huerta form the United Farm Workers; 1967: José Angel Gutiérrez founds MAYO; 1968: Bilingual Education Act passes; 1969: Gutiérrez founds La Raza Unida





Teacher Edition• Read. Prim. Sources,

p. 696

Additional Resources• Guid. Read. Act., URB

p. 146• Prim. Source Reading,

URB p. 133

Teacher Edition• Analyzing Prim. Sources,

pp. 694, 695

Additional Resources• Quizzes and Tests,

p. 281• Supreme Court Case

Studies, p. 107

Teacher Edition• Logical/Math, p. 693

Additional Resources• English Learner Act.,

URB p. 121

Additional Resources• Academic Vocab. Act.,

URB p. 126

Additional Resources• Hist. Skills Analysis, URB

p. 118• Read. Essen., p. 215

Resource Manager

Focus

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Mexicans Face Discrimination

Across the Southwest, most Mexican Americans lived in barrios. Barrios were the product of a combination of the region’s his-tory and discrimination against Latinos. Los Angeles, for example, was founded as a Spanish town in 1781. When English-speaking settlers arrived a century later, they built around the older Spanish-speaking district.

Residential segregation, however, also had roots in ethnic discrimination. With heavy Mexican immigration in the early twentieth century, the ethnic Mexican population of Los

Angeles grew from 5,000 in 1900 to around 190,000 in 1930. By that time, the Spanish-speaking population was segregated in the eastern part of the city, where most lived in small, dilapidated housing and suffered high rates of infant mortality and disease.

In California and across the Southwest, dis-crimination in employment meant that most ethnic Mexicans could find work only in low-paying jobs. Many lived in rural areas where they worked as agricultural laborers. Ernesto Galarza was eight years old when his family immigrated to California and settled in Sacramento in 1913. In his autobiography, he recalled the importance of the barrio to new immigrants:

Latinos Arrive in America, 1910–1950

Analyzing VISUALS1. Interpreting The U.S. Latino population is

made up of which main groups?

2. Drawing Conclusions Why have Latino Americans experienced a growing political influence in recent years?

▲ These refugees, guarded by U.S. troops at Fort Bliss, Texas, were some of the more than 500,000 who came to the United States to escape the turmoil of the Mexican Revolution.

▲ Caption.

Mexicans

Other LatinosTotal Latinos

CubansPuerto Ricans

Source: Historical Statistics of the United States: Earliest Times to the Present, Volume 1.

363432302826242220181614121086420

20001950 1960 1970 1980 1990Year

19201910 19401930

Popu

latio

n (m

illio

ns)

Growth of Latino Population in the U.S.

In the twentieth century, Latinos, mainly Mexicans, began to enter the United States in large numbers settling mostly in the West and Southwest. Others, who came from Puerto Rico or Cuba, often settled in the barrios of the large cities in the East.

▲ Family of Mexican migrant workers, who came to the United States as part of the Bracero program during World War II

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Teach

D Differentiated Instruction

Logical/Mathematical Have students read the figures in the first two lines of the second column. Ask: Of the Mexican Americans living in Los Angeles in 1930, what percentage had arrived since 1900? (97.4) OL


Step 3


Step 3: Present the Drama Students rehearse and present their dramas. They watch the dramas of other groups.

Directions Remind students that scripts can be rough guides. They are free to impro-vise during the dramatization, as long as any ad-libbed lines are based on the con-tent of the section. Have students rehearse

until they are comfortable and ready to present. Students should be attentive dur-ing the presentations of other groups.

Putting It Together As students do their presentations ask the class to take notes as to the historical accuracy of the presentation. OL (Chapter Project continued on Visual Summary page)

Analyzing VISUALS

Answers: 1. Mexican, Puerto Rican, and

Cuban2. growing numbers and politi-

cal and labor organizations

By the late 1960s, approximately 9 million Latinos lived in the United States. Although many were cit-izens, they still faced segregation, discrimination, and other forms of racial prejudice. However, with their increasing population and through political protest and legal action they began to work to improve conditions.

PRIMARY SOURCE

“For the Mexicans the barrio was a colony of ref-ugees. We came to know families from Chihuahua, Sonora, Jalisco, and Durango. . . . As poor refugees, their first concern was to find a place to sleep, then to eat and find work. In the barrio they were most likely to find all three, for not knowing English, they needed something that was even more urgent than a room, a meal, or a job, and that was information in a language they could understand.”

—from Barrio Boy

During the Great Depression of the 1930s, approximately one-third of the Mexican popu-lation in the United States returned to Mexico. Some left voluntarily, believing it would be easier to get by in Mexico. Many Mexican Americans, however, faced increased hostility and discrimination as unemployment rates soared in the early 1930s.

Then, federal officials launched a series of deportations that not only included immi-grants from Mexico but often their American-born children as well. This return to Mexico became known as the repatriation.

During World War II, labor shortages in the Southwest led to the creation of the Bracero Program. Under this arrangement, Mexican workers entered into short-term labor con-tracts, mostly as low-wage farm workers.

Meanwhile, illegal immigration increased. In 1954 Eisenhower’s administration launched a program intended to deport illegal Latino immigrants. Police swept through barrios seek-ing illegal immigrants, and more than 3.7 mil-lion Mexicans were deported over the next three years. The raids were criticized in the United States and in Mexico for intimidating people for simply looking “Mexican.” In addi-tion, the program often failed to distinguish between individuals legally in the country (some of whom were U.S. citizens) and those who had entered illegally.

Other Latinos ArriveAlthough Mexicans remained the largest

group of Spanish-speaking newcomers in the 1950s, large numbers of Puerto Ricans arrived as well. American citizens since 1917, Puerto Ricans may move freely within American terri-tory. After World War II, economic troubles in Puerto Rico prompted over a million Puerto

Ricans to move to the mainland United States. American factory owners and employment agencies had also begun to recruit in Puerto Rico for workers, and the advent of relatively cheap air travel made immigration easier. The majority of Puerto Ricans settled in New York City. There, they suffered racial discrimination and alarmingly high levels of poverty.

The United States also became home to more than 350,000 Cuban immigrants in the decade after the Cuban Revolution of 1959. Many Cubans fleeing the Communist regime were professionals or business owners who settled in and around Miami, Florida. Most were welcomed in the United States because they were middle class or affluent and viewed as refugees fleeing Communist oppression. In 1960 about 3 million Latinos lived in the United States. By the late 1960s, more than 9 million Latinos lived in the United States.

Summarizing What were some of the criticisms of Eisenhower’s deportation program?

Latinos in the United States

▲ Latino dancers in a traditional dance at a fiesta in Taos, New Mexico

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Additional Support

C Critical ThinkingAnalyzing Primary Sources Direct students to the Primary Source quotation. Ask: How did the barrio both help Latino immigrants and hold them back economically? (The barrio helped them meet basic needs and gave them a supportive community. It also resulted in de facto segrega-tion, which leads to de facto segre-gation in schools and may have tended to keep Latino immigrants out of areas where better economic opportunities were available. Living in a Spanish-speaking area may have discouraged learning of English, which also restricted eco-nomic opportunities.) OL

Puerto Rican Immigrants During the 1940s, Puerto Rico began to industrialize. Many Puerto Ricans moved from rural to urban areas, causing a jump in the urban population. Between 1940 and 1970, the proportion of the Puerto Rican population living in rural areas dropped from 70 percent to 42 percent. With so many people moving from rural areas to cities, the number of workers grew faster than jobs. As

a result, migration from Puerto Rico to the main-land United States was extensive from the early 1940s through the 1960s as Puerto Ricans left to find work. Unemployment in Puerto Rico rose again during the 1970s, when worldwide infla-tion and a recession in the U.S. economy stalled Puerto Rico’s economic growth.

Answer:The program sometimes tar-geted people for “looking Mexican” and often did not dis-tinguish between legal and ille-gal immigrants.


Latinos OrganizeMAIN Idea Latino civil rights organizations, such

as LULAC and the American GI Forum, fought against discrimination.

HISTORY AND YOU Recall what you learned about the decision in the Supreme Court case Brown v. Board of Education. Read on to find out how LULAC filed similar lawsuits challenging discrimination against Mexican Americans.

The Latino community in the West and Southwest included American citizens and immigrant noncitizens. Regardless of their citi-zenship status, however, people of Mexican heritage were often treated as outsiders by the English-speaking majority. Latinos formed several organizations to work for equal rights and fair treatment.

In 1929 a number of Mexican American organizations came together to create the League of United Latin American Citizens (LULAC). The purpose of this organization was to fight discrimination against persons of

Latin American ancestry. The organization limited its membership to people of Latin American heritage who were American citi-zens. LULAC encouraged assimilation into American society and adopted English as its official language.

LULAC achieved many advances for Latinos. One of its early crusades ended segregation of public places in Texas where Mexican Americans (along with African Americans) had been barred from “whites only” sections. The organization also ended the practice of segregating Spanish-speaking children in “Mexican schools.”

In Mendez v. Westminster (1947), a group of Mexican parents won a lawsuit that challenged school segregation in California. Two years later, LULAC filed a similarly successful suit in Texas. During the 1950s, the organization was a frequent and vocal critic of the excesses and abuses of deportation authorities. In 1954 the Supreme Court’s ruling in Hernandez v. Texasextended more rights to Latino citizens. The case ended the exclusion of Mexican Americans from juries in Texas.

Analyzing VISUALS1. Describing What types of treatment did many

Latinos experience in the United States?

2. Differentiating What challenges were pre-sented by the living and working conditions for Latino families in the United States?

▲

Many migrant workers lived in terrible conditions, such as this family who shared one small room.

▲ Every member of the family had to work to survive, such as these Mexican children picking cotton in Texas.

C



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Language Arts Refer students to “A Farm Worker’s Story” on page 133 of the Unit Resource Book. Read students this excerpt by Roberto Acuna, in which he explains why he joined United Farm Workers: “I began to see how everything was so wrong. When growers can have an intricate watering sys-tem to irrigate their crops but they can’t have running water inside the houses of workers. Veterinarians tend the needs of

domestic animals but they can’t have medi-cal care for the workers. They can have land subsidies for the growers but they can’t have adequate unemployment compen-sation for the workers. They treat him like a farm implement. In fact, they treat their implements better and their domestic animals better. They have heat and insu-lated barns for the animals but the workers live in beat-up shacks with no heat at all.

Illness . . . is 120 percent higher than the average rate for industry. . . . back trouble, rheumatism and arthritis. . . . Tuberculosis is high. And now because of the pesti-cides, we have many respiratory diseases.” Ask: What conditions do you think you—and all workers—have a right to expect at a job? (Students should be able to defend their answers.) OL

Activity: Interdisciplinary Connection

C Critical ThinkingAnalyzing Primary Sources Direct students’ attention to the photo of children working in the fields. Ask them how the need for children’s labor can deprive future generations of equal opportunity to improve their status. (Working in the fields can deprive children of the education they need to improve their status. It also isolates them from the larger culture, where they could learn to interact with Americans who enjoy economic opportunities the workers might pursue in the future.) BL

AdditionalSupport

Analyzing VISUALS

Answers:1. They faced segregation, dis-

crimination, and other forms of racial prejudice.

2. Overcrowded substandard housing; long workdays doing hard, manual labor in fields

Protests and ProgressMAIN Idea Many Latinos worked as poorly paid

agricultural laborers; the United Farm Workers tried to improve their working conditions.

HISTORY AND YOU Do you think the United States should have a national language? Read how school districts set up bilingual education classes to teach immigrant students in their own language while they were still learning English.

As the 1960s began, Latino Americans con-tinued to face prejudice and limited access to adequate education, employment, and hous-ing. Encouraged by the achievements of the African American civil rights movement, Latinos launched a series of campaigns to improve their economic situation and end discrimination.

One major campaign was the effort to improve conditions for farmworkers. Most Mexican American farm laborers earned little pay, received few benefits, and had no job

PRIMARY SOURCE

“Farmworkers had been trying to organize a union for more than one hun-dred years. In 1965 they began a bitter five-year strike against grape growers around Delano, California. Two and one-half years later, in the hungry winter of 1968 with no resolution in sight, they were tired and frustrated.

Among some of them, particularly some of the young men, there began the murmurs of violence. . . . But Cesar rejected that part of our culture ‘that tells young men that you’re not a man if you don’t fight back.’ The boycott had fol-lowed in the tradition of Cesar’s hero, Mahatma Gandhi, whose practice of nonviolence he embraced. And now, like Gandhi, Cesar announced he would undertake a fast . . . .

After twenty-five days, Cesar was carried to a nearby park where the fast ended during a mass with thousands of farmworkers. He had lost thirty-five pounds, but there was no more talk of violence among the farmworkers. . . .

Cesar was too weak to speak, so his statement was read by others in both English and Spanish. ‘It is my deepest belief that only by giving our lives do we find life,’ they read. ‘The truest act of courage . . . is to sacrifice ourselves for others in a totally nonviolent struggle for justice.’”

—Marc Grossman, UFW spokesman, quoted in Stone Soup for the World

1. Identifying Whose ideas inspired César Chávez to begin his fast?

2. Explaining What effect did the fast have on the striking farmworkers?▲ Activist César Chávez was instrumental in improving conditions for Latino migrant workers.

Student Web Activity Visit glencoe.com and complete the activ-ity on protest movements.

César Chávez Promotes Nonviolence

Another Latino organization, the American GI Forum, was founded to protect the rights of Mexican American veterans. After World War II, Latino veterans were excluded from veterans’ organizations and denied medical services by the Veterans Administration.

The GI Forum’s first effort to combat racial injustice involved a Mexican American soldier who was killed during World War II. A funeral home refused to hold his funeral because he was Mexican American. The GI Forum drew national attention to the incident and, with the help of Senator Lyndon Johnson, the soldier’s remains were buried in Arlington National Cemetery. Initially concerned only with issues directly affecting Latino veterans, the organi-zation later broadened its scope to challenge segregation and other forms of discrimination against all Latinos.

Analyzing How did American society discriminate against Latinos?

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Additional Support

R Reading StrategyReading Primary Sources Ask students why becoming citi-zens and voting are important for Latino Americans, as Chávez points out. (A group with a large number of voters has political power and can demand changes in laws and legal protection.) BL

Answers:1. Mohandas Gandhi2. It ended talk of violence and

showed the power of nonvio-lent protest.

Answer:They were treated as outsiders, kept in low-paying, menial jobs, and segregated in the commu-nity and in schools.


The Three-Hundred Mile March In 1965, when grape vineyard owners in Delano, California, cut the already pitiful pay of their workers, farmworker César Chávez called a strike at one of the farms. He knew that, when ripe, grapes do not last long. After attacks on strikers by the grape company, Chávez organized a march of more than three hundred miles from Delano

to the state capitol in Sacramento. There, he would ask for the government’s help.

The march began with Chávez and sixty-seven others. For about fifteen miles a day, they marched on blistered and bloody feet. Meanwhile, the unharvested grapes in Delano rotted on the vine.

As the marchers passed, farmworkers fed them and offered places to sleep. Some

joined the march. Every day, more marchers followed Chávez. The marchers arrived in Sacramento on Easter Sunday, and a parade of ten thousand people marched through the streets to the capitol. There, they learned that the grape company had signed a con-tract with the National Farm Workers Association, promising a pay raise and bet-ter conditions.

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REVIEWSection 3security. In the early 1960s, César Chávez and Dolores Huertaorganized two groups that fought for farmworkers. In 1965 the groups went on strike in California to demand union recognition, increased wages, and better benefits.

When employers resisted, Chávez enlisted college students, churches, and civil rights groups to organize a national boycott of table grapes, one of California’s main agricultural products. An estimated 17 million citizens stopped buying grapes, and industry profits tumbled. In 1966, under the sponsorship of the American Federation of Labor and Congress of Industrial Organization (AFL-CIO), Chávez and Huerta merged their two organizations into one—the United Farm Workers (UFW). The new union kept the boycott going until 1970, when the grape growers finally agreed to raise wages and improve working conditions.

During the 1960s and 1970s, a growing number of Latino youths became involved in civil rights. In 1967 college students in San Antonio, Texas, led by José Angel Gutiérrez, founded the Mexican American Youth Organization (MAYO). MAYO organized walk-outs and demonstrations to protest discrimination. In 1968 about 1,000 Mexican American students and teachers in East Los Angeles walked out of their classrooms to protest racism. In Crystal City, Texas, protests organized by MAYO in 1969 led to the creation of bilingual education at the local high school.

MAYO’s success and the spread of protests across the West and Southwest convinced Gutiérrez to found a new political party, La Raza Unida, or “the United People,” in 1969. La Razapromoted Latino causes and supported Latino candidates in Texas, California, Colorado, Arizona, and New Mexico. The group mobilized Mexican American voters with calls for job-training programs and greater access to financial institutions. By the early 1970s, it had elected Latinos to local offices in several cities with large Latino populations.

La Raza was part of a larger civil rights movement among Mexican Americans (many of whom began calling themselves Chicanos). This “Brown Power” movement fought against dis-crimination and celebrated ethnic pride. On September 16, 1969 (Mexican Independence Day), students at the University of California at Berkeley staged a sit-in demanding a Chicano Studies program. Over the next decade, more than 50 universities created programs dedicated to the study of Latinos in the United States.

One issue many Latino leaders promoted in the late 1960s was bilingualism—the practice of teaching immigrant students in their own language while they also learned English. Congress sup-ported their arguments, passing the Bilingual Education Act in 1968. This act directed school districts to set up classes for immi-grants in their own language while they were learning English.

Later, bilingualism became politically controversial. Many Ameri-cans worried that bilingualism made it difficult for Latino immigrants to assimilate. Beginning in the 1980s, an English-only movement began, and by the 2000s, legislatures in 25 states had passed laws or amendments making English the official language of their state.

Explaining How did Latino Americans increase their economic opportunities in the 1960s?


697

Vocabulary1. Explain the significance of: repatriation,

League of United Latin American Citizens, American GI Forum, César Chávez, Dolores Huerta, United Farm Workers, La Raza Unida, bilingualism, Bilingual Education Act.

Main Ideas 2. Identifying What are the national ori-

gins of the three main groups of Latinos in the United States?

3. Describing Under what circumstances did the American GI Forum first take action?

4. Explaining Why did some Americans worry about the Bilingual Education Act?

Critical Thinking5. Big Ideas How did the judicial system

support Latino civil rights in the last cen-tury? Cite two relevant court cases and their decisions.

6. Categorizing Use a graphic organizer similar to the one below to identify Latino groups and their achievements.

Civil Rights Group Achievement

7. Analyzing Visuals Study the graph on page 693. What was the total U.S. Latino population in 2000? Which group had the largest population?

Writing About History8. Expository Writing Write a magazine

article about the conditions that gave rise to the Latino civil rights movement in the postwar period.


697

Answers

Assess


CloseSummarizing Ask: Why did Latino Americans organize? (They wanted an end to discrimina-tion; improved working conditions and better pay, especially for farm-workers; increased Latino voter participation; more Latino elected officials; and bilingual educa-tion in schools.)


2. Mexico, Puerto Rico, Cuba 3. A Latino American soldier was killed during

World War II, and a funeral home in Texas refused to hold his funeral.

4. They were concerned that it would make it harder for Latino Americans to assimilate.

5. Mendez v. Westminster: ended school segre-gation in California; Hernandez v. Texas:

extended greater rights to Latino citizens, including the right to serve on a jury

6. Answers may include the following: LULAC: brought cases to court that ended many discriminatory practices; American GI Forum: fought for Latino veterans’ rights and to end discrimination in general; UFW: fought for improved working conditions and pay for farmworkers; La Raza Unida: worked to increase Latino voter participa-tion and got Latino candidates elected; MAYO: held protests against discrimination

and got bilingual education added to a high school in Texas

7. about 35 million; Mexicans 8. Students’ articles will vary, but should focus

on the reasons for and results of the Latino civil rights movement.

Section 3 REVIEW

Answer:By forming the UFW and La Raza Unida and staging boycotts, they increased their wages, won con-tracts, improved working condi-tions, and lobbied successfully to achieve the Bilingual Education Act.

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Determining Cause and Effect Invite students to write at least one cause-and-effect state-ment for the student protest movement, the feminist move-ment, and the Latino movement. Ask: What was the overall effect of the protest movements that began or gained momentum during the 1960s? OL

Expository Writing Have students select one of the three groups mentioned in the Determining Cause and Effect activity above and write a one-page summary of their achieve-ments during the 1960s and 1970s. Ask: Of the movements covered in this chapter, which do you think had the most lasting and important effect? OL


Step 4

Directions Ask groups to write a review of the dramas presented by the other two groups. Have groups share the reviews with each other.

Putting It Together After groups have read the reviews, ask them to make any cor-rections for accuracy and present the dra-mas to the class again. OL

Chapter 20 • Visual Summary

698

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.

Causes of the New Protest Movements• The earlier “beat” movement questioned American

values.

• The successes of African Americans’ fight for civil rights demonstrated to other groups that change was possible if people demanded change.

• Many in the baby boom generation became frustrated with society as they entered college and began to advocate for social reform.

• The Vietnam War and the draft led many students to join protests.

• Women began to question their position in postwar society. Betty Friedan’s book The Feminine Mystique influenced many young women.

• The Kennedy administration began to pay attention to women’s issues, passing the Equal Pay Act and creat-ing the President’s Commission on the Status of Women.

• The Latino American population increased through immigration; Latino newcomers, as well as citizens, faced discrimination.

Effects of the New Protest Movements• New student groups, including Students for a Democratic Society

(SDS), were formed. Court cases affirmed student rights to free speech on campus.

• New women’s groups, such as the National Organization of Women (NOW), emerged. They fought for equal economic rights in the workplace and in society, and they demanded equal opportunities in education.

• A campaign began for the Equal Rights Amendment, but the amendment was not ratified.

• The Roe v. Wade decision affirmed a constitutional right to abor-tion, with some limits.

• New Latino organizations emerged, such as the United Farm Workers (UFW) and La Raza Unida, fighting for increased economic opportunity and greater representation in political institutions.

• Latinos made substantial gains politically and economically, and many were elected to positions in Congress and state governments.

▲

Latinos began to fi ght for improved labor conditions through the work of the United Farm Workers who held rallies such as this one in 1979.

▲ Women’s rights leaders, such as Bella Abzug (left, in hat) and Betty Friedan (right, in red coat) fought for greater equality for women.

▲ Mario Savio speaks at a 1966 sit-in.



Step 4: Wrap Up

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Answers and AnalysesReviewing Vocabulary

1. B Counter means “against” or “opposing.” The beat movement was a precursor to the countercul-ture movement. Communes grew out of the counterculture move-ment. Student is too general.

2. A Counterculture was the term used to describe the hippie lifestyle. Barrios were Hispanic neighborhoods within larger English-speaking communities. Woodstock was the 1969 music and arts festival held in New York State.

3. D Feminism is the belief in the need for equal rights for women. Communism and fas-cism are forms of government. Environmentalism is work to help conserve the environment.

4. C Help students break down the word repatriation. “Re-” is a prefix that means “back” or “again.” The suffix “-ation” means action or a process. In the middle, “patri” derives from the Latin word patria meaning native country. Repatriation = the process of returning someone to their coun-try of origin.

5. A Latinos come from Latin America and usually are Spanish-speakers. Bilingual means two languages. Latinos sought bilingual education in English and Spanish. The lobbying efforts for bilingual education grew out of the Latino civil rights movement.

Reviewing Main Ideas6. D Tom Hayden wrote the Port Huron Statement, which stated the goals of SDS. To help remem-ber that SDS began at the University of Michigan, students should relate the Port Huron Statement to Lake Huron, one of the Great Lakes.

7. C Here, students can use the process of elimination. A is incorrect, SDS was founded in 1959, before hippie culture had really begun. Rock ‘n’ roll also predated the hippie culture. Long hair was a symbol of the hippie move-ment, not a conservative buzz cut. This leaves communes, which were places where hippies practiced communal living.

8. C When the same word appears in more than one answer choice, it is vital that students read each answer choice carefully, to avoid making a careless mistake. Headed by Eleanor

Roosevelt, the Commission won the passage of the Equal Pay Act. The Equal Employment Opportunity Commission had to imple-ment the Equal Pay Act. The Equal Rights Amendment was never passed. NOW was an independent group. It was not formed due to a presidential commission.

9. D Title IX today is mostly associated with sports programs. It is somewhat controversial, as the need to have a balance between men’s and women’s athletic programs sometimes leads to programs simply being cut.

Chapter 20 • Assessment

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Need Extra Help?

ASSESSMENTChapter

Reviewing VocabularyDirections: Choose the word or words that best complete the sentence.

1. In the 1960s young people known as hippies began the movement.

A beat

B counterculture

C student

D commune

2. One way that hippies separated themselves from typical soci-ety was by living in group arrangements with other hippies known as

A communes.

B countercultures.

C barrios.

D Woodstocks.

3. A newly energized belief in led to the fight to pass the Equal Rights Amendment.

A communism

B environmentalism

C fascism

D feminism

4. In the 1930s U.S. officials began to return Mexican immi-grants to Mexico in what became known as the

A counterculture.

B barrio.

C repatriation.

D La Raza Unida.

5. Latinos lobbied successfully for the addition of in public education.

A bilingualism

B repatriation

C feminism

D legalism

Reviewing Main IdeasDirections: Choose the best answer for each of the following questions.

Section 1 (pp. 682–685)

6. SDS was begun by Tom Hayden at which university?

A Harvard University

B University of California at Berkeley

C Kent State University

D University of Michigan

7. Which of the following was an outgrowth of hippie culture?

A SDS

B rock ‘n’ roll music

C communes

D buzz cuts

Section 2 (pp. 686–691)

8. The work of the President’s Commission on the Status of Women led to

A the Equal Employment Opportunity Commission.

B the Equal Rights Amendment.

C the Equal Pay Act.

D the National Organization for Women.

9. Title IX of the Educational Amendments prohibited federally funded schools

A from paying male teachers more than female teachers.

B from discriminating against minorities.

C from providing same-gender education.

D from discriminating on the basis of gender.

If You Missed Questions . . . 1 2 3 4 5 6 7 8 9Go to Page . . . 684 685 686–691 694 697 682–683 685 687 690

GO ON

Read each question carefully to understand exactly what it is asking. Then review all the answer choices before finally choosing the best answer to the question.

TEST-TAKING TIP


10. C The purpose of the ERA was to ensure equal rights for women, not to gain advantages, like free schooling. The ERA did not con-cern abortion. D represents a possible opposite effect of the passage of the amendment. C correctly represents the fears of some—that full equality would mean no consideration for tradi-tional rights of women.

11. B Remind students to con-sider the time period; 1959 was in the middle of the Cold War, when communists were the “enemy.” This culture created an environ-ment where refugees from com-munism were welcomed. This was a bit unique, as the 1950s and 1960s saw much discrimination against other Spanish-speaking immigrant groups.

12. C The NAACP experienced much success in the struggle for equality for African Americans through the court system, with cases such as Brown v. Board of Education of Topeka, Kansas. The LULAC took a similar path, with cases such as Mendez v. Westminster. An easy way for stu-dents to remember that these organizations had similar meth-ods is to think that both are repre-sented by acronyms (and both acronyms have five letters).

13. C Mexican American veterans of World War II were excluded from the veterans’ benefits that other veterans were entitled to, including medical services.

Critical Thinking 14. A The Civil Rights Act sup-ported the right of people to assemble in public places. The Supreme Court ruled that this applied to college campuses. The Equal Rights Amendment was never passed, so it cannot be correct. The term Educational Amendments is too broad, and would not apply, even though the protest took place on a college

campus. The Twenty-sixth Amendment low-ered the voting age to 18, and would not apply.

15. D Students may be confused and just look at the states that ratified the ERA in 1977. However, the question asks how many states had ratified it by 1977. So, students must count all of the states that match the shading for 1972, 1973, 1974, 1975, and 1977.

16. A The states that did not ratify the ERA are shaded with a crosshatch pattern. From the map, it is apparent that most of the states in the South did not ratify the amendment.


700

Need Extra Help?

ASSESSMENTChapter

CO

TX

ID

CA KS

NE

NYMIWI

IA

TN

WV

PA

KY

AK

IN

WAMT

UT

WY

CO

NM

TX

ID

CA

AZ

KS

NE

OR

NV

NY

VTNH

ME

MAMISD

NDMN

WI

IA

MO

AR

LA

MS GA

FL

TN

IL IN OHWV

VAMDDENJ

CTRI

PA

KY

SC

NCOK

AL

AK

HI

1972

1973

1974

1975

1977Did notratify

Year Ratified

ERA Ratification, 1972–1982

10. Why did some people oppose the Equal Rights Amendment?

A It said that state governments could not regulate abor-tion during the first three months of pregnancy.

B It allowed women to go to college and vocational schools for free.

C People feared that it would take away traditional rights such as receiving alimony and exemption from the military draft.

D People feared that more women would choose to stay at home with their families rather than having a career.

Section 3 (pp. 692–697)

11. Cuban immigrants arriving after the Cuban Revolution in 1959 were welcomed by Americans because

A there was a shortage of cheap labor.

B they were considered refugees from communism.

C most of them were fluent in English.

D there was a need for more doctors and other professionals.

12. Using a tactic the NAACP had used to advance the rights of African Americans, LULAC fought discrimination against Latinos mainly through

A lobbying efforts.

B demonstrations and other protests.

C the court system.

D periodicals and other mass media.

13. Who was the American GI Forum founded to protect?

A African American veterans

B women veterans

C Mexican American veterans

D Veterans of Pacific Battles

Critical ThinkingDirections: Choose the best answers to the following questions.

14. The Supreme Court upheld the Free Speech protesters’ rights to free speech and assembly under which law?

A the Civil Rights Act of 1964

B the Equal Rights Amendment

C the Educational Amendments

D the Twenty-sixth Amendment

Base your answers to questions 15 and 16 on the map below and on your knowledge of Chapter 20.

15. How many states had ratified the ERA by 1977?

A 20 C 30

B 25 D 35

16. In what region did most states fail to ratify the ERA?

A the South C the West

B New England D the Midwest

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17. C Grapes were a major agricultural product in California, therefore, the UFW boycott had a major financial impact. This financial impact is what made the boycott successful, because it forced the growers to negotiate with the UFW. Had the boycott been of a less profitable prod-uct, it may not have had as much impact.

18. C Study the cartoon with students. One hippie is chastising/making fun of his father for being old-fashioned, while another in the back-ground reminds the first hippie to “tell him he’s

late with our allowance.” The message is that the hippies had no respect for the older gener-ation, but had no problem being supported by them.

19. D These people wore hippie fashions and seemed to reject the ideas of their parents, but they were also interested in attending college. Therefore, you can correctly say that they were most interested in the outward appearance of the hippie lifestyle, rather than rejecting tradi-tional values completely.

Document-Based Questions20. The students are the product or material produced by the com-pany. Savio calls the students “raw material” as far as the university is concerned, but asserts that they are in fact, real people.

21. Literally: Savio is asking stu-dents to protest personally against the problems they see with the university and bring the workings of the university to a halt. Figuratively: Savio is asking them to put themselves “in the works” of the machine. This is a good place to review metaphors with students: the factory as a metaphor for the university.

Extended Response22. Students’ essays will vary, but should clearly and logically express their ideas about why this era was an active period of protest and change. Essays should include at least two examples of protest movements and supporting details from the chapter.


701

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ASSESSMENTChapter

17. The United Farm Workers’ boycott against California grape growers was effective because

A the grape growers gave in so quickly to the union’s demands.

B no one thought that they could organize so well.

C grapes were a major agricultural product of California.

D the union had the support of the U.S. government.

Base your answers to questions 18 and 19 on the cartoon below and on your knowledge of Chapter 20.

18. What did the cartoonist imply with this cartoon?

A Hippies know a great deal of information.

B Parents do not listen to their children.

C Hippies were wrong to question the older generation when they still accepted money from them.

D The older generation thought hippies were lazy and unintelligent.

19. Based on this cartoon and what you learned in the chapter, which of the following best describes the hippies shown in the cartoon?

A They reject everything about their parents’ lifestyle.

B They were most interested in reforming society.

C They only cared about music and communal living.

D They were more interested in the outward signs of a hippie lifestyle.

Document-Based QuestionsDirections: Analyze the document and answer the short-answer ques-tions that follow the document.

On December 2, 1964, Mario Savio, the leader of the Free Speech Movement, led a protest at the University of California at Berkeley. Before the protest, Savio made a speech in reaction to comments by Berkeley’s president, Clark Kerr. Kerr had said that he would not speak out in favor of students’ demands in opposition to the Board of Regents, in the same way that a manager would not speak out against a board of directors. Savio used Kerr’s metaphor of the university as a corporation in the following excerpt from his speech:

“[I]f this is a firm, and if the Board of Regents are the board of directors, and if President Kerr in fact is the manager, then I’ll tell you something: the faculty are a bunch of employees, and we’re the raw material! But we’re a bunch of raw material[s] that don’t mean to have any process upon us, don’t mean to be made into any product. . . . We’re human beings! . . . you’ve got to put your bodies upon the gears and upon the wheels, upon the levers, upon all the apparatus, and you’ve got to make it stop. And you’ve got to indicate to the people who run it, to the people who own it, that unless you’re free, the machine will be prevented from working at all!”

—from Mario Savio’s speech to Free Speech Movement demonstrators

20. According to Savio, if the university is a company, then what are the students?

21. What is Savio asking his fellow students to do, both literally and figuratively?

Extended Response22. Write an expository essay explaining why so many protest

movements emerged in the United States during the 1960s and 1970s. Your essay should include an introduction and at least three paragraphs that explore this issue, including facts and examples from the chapter.

If You Missed Questions . . . 17 18 19 20 21 22Go to Page . . . 697 R18 701 701 R19 R12

STOP

For additional test practice, use Self-Check Quizzes—Chapter 20 at glencoe.com.

Jack Knox Estate/OSU Cartoon Research Library


Have students visit the Web site at glencoe.com to review Chapter 20 and take the Self-Check Quiz.

Have students refer to the pages listed if they miss any of the questions.

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