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Quiz on LA Blowouts for California History-Social Science Distance Learning Lesson Plan

Last updated over 5 years ago

10 questions

Note from the author:

This is the quiz that accompanies the California History-Social Science Distance Learning Ethnic Studies' Lesson Plan on the LA Blowouts.

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Question 1

1.

Derived from the Aztecs' tribal name, Mejica, this word had a negative connonation from the 1930s thru 1950s. But by the 1960s, it was embraced by Mexican-American urban youth who were proud of their ethnic history and culture and were committed to bring about positive changes for their communities.

Chicano

Soldado de Cuera

Gente sin Razon

Mestizo

Question 2

2.

"In a country that has wiped out All my history,
Stifled all my pride,
In a country that has placed a
Different weight of indignity upon my age-old burdened back.
Inferiority is the new load . . .
I look at myself And see part of me
Who rejects my father and my mother La raza!
Méjicano!
Español! Latino! Chicano!
Or whatever I call myself, I look the same
I feel the same I cry
And
Sing the same.
I am the masses of my people and I refuse to be absorbed.
I am Joaquín.
The odds are great But my spirit is strong, My faith unbreakable,
My blood is pure. I SHALL ENDURE! I WILL ENDURE!"

Source: “Yo Soy Joaquín/I am Joaquín,” by “Corky” Gonzales, 1967.

The two themes of Gonzales’ poem are:

celebration and sorrow.

defeatism and low self-esteem.

cultural neglect and cultural pride.

militancy and non-violence.

Question 3

3.

"In a country that has wiped out All my history,
Stifled all my pride,
In a country that has placed a
Different weight of indignity upon my age-old burdened back.
Inferiority is the new load . . .
I look at myself And see part of me
Who rejects my father and my mother La raza!
Méjicano!
Español! Latino! Chicano!
Or whatever I call myself, I look the same
I feel the same I cry
And
Sing the same.
I am the masses of my people and I refuse to be absorbed.
I am Joaquín.
The odds are great But my spirit is strong, My faith unbreakable,
My blood is pure. I SHALL ENDURE! I WILL ENDURE!"
Source: “Yo Soy Joaquín/I am Joaquín,” by “Corky” Gonzales, 1967.

What event was sparked by Gonzales' poem?

La Reconquista

El Orgullo de Aztlán

El Movimiento

La Causa

Question 4

4.

1. Bilingual-Bi-cultural education will be compulsory for Mexican-Americans in the Los Angeles City School System where there is a majority of Mexican-American students.
2. Administrators and teachers who show any form of prejudice toward Mexican or Mexican-American students, including failure to recognize, understand, and appreciate Mexican culture and heritage, will be removed from East Los Angeles schools.
3. Textbooks and curriculum will be developed to show Mexican and Mexican-American contribution to the U.S. society and to show the injustices that Mexicans have suffered as a culture of that society. Textbooks should concentrate on Mexican folklore rather than English folklore.
4. All administrators where schools have majority of Mexican-American descent shall be of Mexican-American descent.
5. New high schools in the area must be immediately built.
6. Library facilities will be expanded in all East Los Angeles high schools. Sufficient library materials will be provided in Spanish.
7. Corporal punishment will only be administrated according to State Law.
8. Entrances to all restrooms should be accessible to all students during schools hours. Security can be enforced by designated students.
9. Student menus should be Mexican oriented. When Mexican food is served, mother from the barrios should come to the school and help supervise the preparation of the food.

Source: Proposals made by the high school students of East Los Angeles to the Board of Education, March 1968. [Modified]

According to the document, what issues were students mainly addressing in their schools?

The continuing Spanish schools that dotted their communities.

The failure of the schools to recognize to and value their ethnicity.

The schools’ tracking system that pushed students towards vocational education classes instead of college prep courses.

The present of law enforcement on their campuses that unjustly led to the arrest of Mexican-American youth.

Question 5

5.

1. Bilingual-Bi-cultural education will be compulsory for Mexican-Americans in the Los Angeles City School System where there is a majority of Mexican-American students.
2. Administrators and teachers who show any form of prejudice toward Mexican or Mexican-American students, including failure to recognize, understand, and appreciate Mexican culture and heritage, will be removed from East Los Angeles schools.
3. Textbooks and curriculum will be developed to show Mexican and Mexican-American contribution to the U.S. society and to show the injustices that Mexicans have suffered as a culture of that society. Textbooks should concentrate on Mexican folklore rather than English folklore.
4. All administrators where schools have majority of Mexican-American descent shall be of Mexican-American descent.
5. New high schools in the area must be immediately built.
6. Library facilities will be expanded in all East Los Angeles high schools. Sufficient library materials will be provided in Spanish.
7. Corporal punishment will only be administrated according to State Law.
8. Entrances to all restrooms should be accessible to all students during schools hours. Security can be enforced by designated students.
9. Student menus should be Mexican oriented. When Mexican food is served, mother from the barrios should come to the school and help supervise the preparation of the food.

Source: Proposals made by the high school students of East Los Angeles to the Board of Education, March 1968. [Modified]

Boycott

Walkout

Sit-in

Fast

Question 6

6.

Which of the following BEST describes the purpose of LA Blowouts?

An opportunity for Chicano students to disrupt the school day.

An opportunity for Chicano students to affect change in the educational system.

An opportunity for Chicano students to display their support for farmworkers.

An opportunity for Chicano students to cut their classes.

Question 7

7.

Who assisted students in their demands for change from the school board?

Los Angeles Times reporter, Ruben Salazar, who was considered the media voice of Chicanos.

Teacher Sal Castro and Chicano students from local universities and colleges.

Dolores Huerta and the rank and file of the United Farm Workers.

“Corky” Gonzales and fellow members of the “Viva Kennedy Clubs!”

Question 8

8.

Which of the following is NOT true of the March 1968 LA Blowouts?

It was the first mass protest by Mexican-Americans during the 1960s.

Law enforcement, including the FBI, attempted to stop the protests.

Because of them, the Los Angeles School District Board immediately made several changes to address students’ complaints.

Paula Crisostomo, an East Los Angeles high school student, and the Brown Berets played a prominent role in organizing and participating in them.

Question 9

9.

Who were the LA Thirteen?

Thirteen Chicanos who joined Chavez in his march to Sacramento.

Thirteen Chicanos who sacrificed their lives serving in World War Two.

Thirteen zoot sutiers who were imprisoned for the murder of José Diaz.

Thirteen Chicanos who were indicted under felony charges for their role in the LA Blowouts.

Question 10

10.

Which of the following resulted from the LA Blowouts?

An increase in the number of Mexican-American and Chicano faculty members in East Los Angeles high schools.

Greater political awareness and participation among Mexican-American and Chicano youth.

The introduction of courses like Mexican-American and Chicano history and literature in East Los Angeles high schools. 

All of the above.