Week 10 — Readings & Resources

Introduction to Ethnic Studies Free sample edition

Your primary reading is Chapter 10 (in this module). Everything below is the optional, go-deeper layer — pick what helps, skip the rest.

How to use this page

This page has 10 items (4 readings and 6 videos). Allow 53–61 minutes for everything. Each group points back to the matching chapter section and class-session segment, so use the full menu when you want more, or take the quick path below.

Every video here has captions: turn them on with the CC button in the player. The chapter covers the same ideas in text.

Pick-one quick path (18–20 min total)

① Who began the Delano strike

Chapter 10, Section “Trace the Delano grape strike: who began it, who joined it” · Session 1, Segment 2, “The Delano grape strike” · Remember: Filipino farmworkers began the Delano grape strike in 1965, and Mexican American farmworkers joined them eight days later.

The Art of Protest: The United Farm Workers and the Delano Grape Strike — Bill of Rights Institute — a host reads photographs and posters of the strike, from Depression-era photos of Filipino and Mexican migrant workers to the farmworkers' eagle logo; listen for her points that growers played Filipino and Mexican crews off each other and that Larry Itliong started the strike and persuaded the Mexican American organizers to join. This builds on Week 9's farm-labor thread and the Bracero Program, which the strike followed by a year. (video, 11 min) (captions: creator)

② The walkouts and the movement

Chapter 10, Section “Read the walkouts through E6: a student's account against the record” · Session 1, Segment 3, “The walkouts and E6” · Remember: in March 1968 about 15,000 students walked out, demanding bilingual education, curriculum change, and Mexican American administrators.

How a 1968 Student Protest Fueled a Chicano Rights Movement — RETRO REPORT — former students recall being punished for speaking Spanish and steered toward manual labor, then planning the walkout; the film says the protest grew to about 15,000 students and that the school board agreed to a few demands, including more bilingual teachers and administrators. It also describes police violence against students and the arrest of 13 organizers, and its last minutes give the speakers' own views on gaps that remain. Use it while completing the Week-10 module overview. (video, 11 min) (captions: creator)
Moctesuma Esparaza Shares About Organizing the 1968 East LA Student Walkouts — GBH Education — one of the walkouts' student leaders recalls plenty of shop classes and almost no honors classes, punishment for speaking Spanish, and six months of planning; notice that he remembers 20,000 students and almost two weeks, while the record the chapter uses gives about 15,000 in early March, so his account is checked against the dated record, as you did with E6. (video, 5 min) (captions: automatic)

③ Many communities, many roads

Chapter 10, Section “Widen the lens: Puerto Rican, Cuban, and Central American experiences” · Session 2, Segment 4, “Many communities” · Remember: Puerto Ricans are citizens by a 1917 act, Cubans had a 1966 law of their own, and Central Americans came during civil wars in the 1980s.

Migration: The Puerto Rican Experience — bronxnettelevision — Bronx residents recall families moving from Puerto Rico to New York from the 1940s on, sharing crowded apartments and learning English as teenagers or adults; one speaker notes that Puerto Ricans are U.S. citizens by birth. Notice that some speakers compare the move with immigration, and use the chapter's point that a move from Puerto Rico is a move inside the country. (video, 7 min) (captions: automatic)
Cuban Exiles in 1960s Miami — FloridaHumanities — a historian of Cuban Miami explains how exiles who expected a short stay came to see it as a long one by 1965, after the Bay of Pigs, the missile crisis, and the start of the Freedom Flights; it sets the scene for the 1966 law the chapter names. (video, 2 min) (captions: automatic)
Cuban Refugee Program — National Archives — the National Archives' short history of the federal program created after the Cuban Revolution to aid arriving Cubans, with an emergency center in Miami; read the introduction and skip the lists of record series. (reading, 2–3 min)

④ Who uses which term

Chapter 10, Section “Sort the group terms: who uses which, and the debate over Latinx” · Session 2, Segment 6, “The group terms” · Remember: Hispanic names origin in Spanish-speaking countries, Latino names origin in Latin America, and people are named as they most commonly name themselves.

What is the difference between Hispanic, Latino and Spanish? — 12 News — a short local news explainer on the federal definition of Hispanic or Latino and on why Brazil is left out of Hispanic but Spain is included; notice its loose rule of thumb that a person who speaks Spanish is Hispanic, since the chapter's definition is about origin in Spanish-speaking countries, not language ability. (video, 2 min) (captions: creator)
Who is Hispanic? — Pew Research Center — a research center's explainer on who is counted as Hispanic; read the sections on how the federal government defines the group, why origins in Brazil or Portugal are coded as not Hispanic, and how Hispanic adults describe themselves, where most name their family's country of origin first, the habit of naming people as they name themselves that the chapter asks of you. It reports survey shares for Hispanic, Latino, Latinx, and Latine; read each figure with its source, since the course keys none. (reading, 6–8 min)
About the Hispanic Population and its Origin — U.S. Census Bureau — the Census Bureau's page on how it asks about Hispanic or Latino origin: two ethnicity categories under the 1997 standards, people of any race, and check boxes that include Mexican, Mexican American, and Chicano, Puerto Rican, and Cuban; it notes that the 2024 revision is being put in place. (reading, 2–4 min)

Optional one-stop reference (free online reference)

Workers United: The Delano Grape Strike and Boycott — National Park Service — the National Park Service's account of the strike's first months; read its account of the Filipino start and the National Farm Workers Association's vote to join, and skip the bibliography. (reading, 5–8 min)

Heads-up (links rot): these point to outside sites that occasionally move or rename pages. If a link ever fails, tell your instructor and use the reference above in the meantime.

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