Week 15 — Readings & Resources

Introduction to Ethnic Studies Free sample edition

Your primary reading is Chapter 15 (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 11 items (5 readings and 6 videos). Allow 45–60 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 (18–23 min total)

① Coalitions that kept every name

Chapter 15, Section “Revisit the Delano grape strike: Filipino farmworkers first” · Session 1, Segment 1, “Three coalitions” · Remember: a coalition acts together on shared demands while each group keeps its own name, on a farm, a campus, and an island.

The Delano Grape Strike — See Us Unite — a short animated history of how Filipino farmworkers of the Agricultural Workers Organizing Committee began the strike in 1965 and asked Mexican American organizers to join them; listen for the word solidarity and for the other groups who later supported the farmworkers. This builds on Week 10's work with the Delano grape strike. (video, 2 min) (captions: creator)
Filipino Community Hall — National Park Service — a short page on the hall where the mostly Filipino farmworkers of the Agricultural Workers Organizing Committee voted to strike in 1965, and where they and the mostly Latino National Farm Workers Association, which joined them 8 days into the strike, shared one union hall and one strike kitchen; notice its point that growers had long used workers of one race to break another race's strike, and that the two unions merged in 1966. (reading, 2–4 min)
Key Organizations — Third World Liberation Front history site — a history page on the four student groups, Black, Asian American, Mexican American, and Native American, that led the 1969 strike at Berkeley; read it for how each group kept its own goals while sharing one demand. Use it while completing the Week-15 module overview. (reading, 5–8 min)
20th November 1969: Native Americans begin their occupation of Alcatraz Island — HistoryPod — a narrated short history of how Indians of All Tribes landed on the island, cited the Fort Laramie Treaty of 1868, and held Alcatraz for 19 months, aiming to build a Native American cultural center. (video, 3 min) (captions: automatic)

② Research with communities, not about them

Chapter 15, Section “Practice community-engaged and public scholarship: research with, not about” · Session 1, Segment 2, “Research with communities” · Remember: in community-engaged work the people studied help decide what is asked, kept, and shared, and public scholarship puts the result where everyone can see it.

Red Power on Alcatraz — San Francisco Public Press — a park ranger walks through an exhibit on the occupation built with pieces contributed by former occupiers and their families, and describes plans for a cultural center made with Indians of All Tribes; watch it as an example of public scholarship made with a community. (video, 6 min) (captions: automatic)
Understanding NAGPRA Laws: Insights from the Jupiter Inlet Lighthouse & Museum — Jupiter Inlet Lighthouse & Museum — a museum historian explains how a small museum sent its list of artifacts to the Seminole Tribe, is returning some items, and asks the tribe to review its exhibit text; notice that the museum consults the tribe instead of deciding alone. (video, 2 min) (captions: automatic)

③ Apology, payment, return, and one amendment

Chapter 15, Section “Compare apologies, redress, and return: what each law does and does not do” · Session 2, Segment 3, “Apology, redress, and return” · Remember: the 1988 law apologized and paid 20,000 dollars to each surviving person, the 1990 law returns, and the 1993 apology settled no claims.

The Significance of the Redress Movement - Cherry Kinoshita — Densho — a clip from a real oral-history interview recorded in the 1990s, in which a longtime redress organizer reflects on what the government's apology meant and wonders whether history will remember it; set this real account beside the course's illustrative E7. Notice that it uses the term concentration camps and a figure of its own, where the course says incarceration and teaches the total in words. (video, 2 min) (captions: creator)
Redress movement — Densho Encyclopedia — an encyclopedia entry on the decades of organizing that led to the Civil Liberties Act of 1988; read the sections on the commission, the different groups' strategies, and the passage of the law, and notice that the community disagreed about whether to seek payments at all. (reading, 10–15 min)
Native American Graves Protection and Repatriation Act — National Park Service — the federal program's own home page for the 1990 law; read the short overview of what the law protects and who it returns items to, and skip the grants, templates, and staff pages. (reading, 4–6 min)
Equal Protection of the Laws — Center for Civic Education — a short explainer on how the 14th Amendment of 1868 added equal protection to the Constitution and how courts later applied it to more and more groups; use it to practice tracing one law across groups, and notice that its brief closing line about which newer groups the clause covers touches questions courts still debate, so read that line as the video's summary rather than a settled point. (video, 3 min) (captions: creator)

Optional one-stop reference (free online reference)

Public Law 103-150, Joint Resolution to Acknowledge the 100th Anniversary of the Overthrow of the Kingdom of Hawaii — Government Publishing Office — the full text of the 1993 joint resolution as printed in the federal statutes; read the part where Congress apologizes and the short disclaimer at the very end, and compare what each one does. (reading, 6–9 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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