What did each source provide insight to regarding the conditions that Chicana/o students faced in East Los Angeles public schools, and how did Chicana/o communities challenge educational inequality during the 1960s and 1970s?
INITIAL POST – Your post in response to the prompt below should exhibit careful thought and logical reasoning and provide evidence for your position. Use correct spelling, punctuation, and grammar. Your post must be a minimum of 250 words in length. Submissions under 250 words in length will not receive credit.
REPLIES – In addition to posting in response to the prompt below, reply to one (1) of your classmates. Please note that you must complete your initial post before you can see any other posts. Your replies should offer new substantiated ideas or thoughtful questions. I encourage friendly debate and disagreement but ask that you be courteous and respectful.
DISCUSSION 10 COURSE MATERIALS:
READINGS –
1968 ELA High School Walkout Demands
FILMS/VIDEOS –
Chicano! Taking Back the Schools
Walkout!
SLIDE PRESENTATIONS –
Student Struggle in “El Movimiento”
PROMPT: Compare and contrast the documentaries Chicano! Taking Back the Schools, the drama Walkout!, and an additional source from week 6 module (1968 ELA High School Walkout Demands, Student Struggle in “El Movimientoā€¯). What did each source provide insight to regarding the conditions that Chicana/o students faced in East Los Angeles public schools, and how did Chicana/o communities challenge educational inequality during the 1960s and 1970s? Provide specific examples from the 3 course materials.