Getting to California ____________ - the federal government, or those that get contracts from them, must actively recruit minorities in order to help make up for discrimination in the past. ____________ - the belief that affirmative action does not always result in the best candidate leaving out some qualified applicants due to a quota system ____________ - controversial program in Northern cities (Boston) that bused students from black areas to white schools (and vice versa) in order to integrate the schools ____________ - organized migrant farm workers into unions along with encouraging the boycott of grapes in order to get the demands of his people met ____________ - (AIM) militant Native American group that was very aggressive in demanding their rights including the occupation of Alcatraz Island ( ) and the temporary occupation of Wounded Knee (Feb 1973) Ch 26 Sec 3: New Approaches to Civil Rights

Intro 2 Click the mouse button or press the Space Bar to display the information. Textbook Assignment (pp ) 1)What is affirmative action and how can it lead to “reverse discrimination”? 2)What was the purpose of “busing” students outside their neighborhoods and why was it controversial? 3)Who was Cesar Chavez and how did he attempt to gain equality for Mexican American farm workers? 4)What types of gains were made by Native Americans as a result of the Indian Self- Determination and Educational Assistance Act? Section 3: New Approaches to Civil Rights

Intro 4 Click the mouse button or press the Space Bar to display the information. Chapter Objectives Section 3: New Approaches to Civil Rights Describe the goal of affirmative action policies. Analyze the rise of Hispanic and Native American protests.

Section 3-1 Click the mouse button or press the Space Bar to display the information. Guide to Reading Throughout the 1960s and 1970s, minority groups developed new ways to improve their status in the United States. affirmative action Main Idea Key Terms and Names Allan Bakke busing Jesse Jackson Congressional Black Caucus César Chávez La Raza Unida bilingualism American Indian Movement

Section 3-4 Click the Speaker button to listen to the audio again.

Section 3-5 Fighting for Greater Opportunity During the 1960s and early 1970s, Native Americans, Hispanic Americans, and African Americans organized to improve their position within society. (pages 812–815)

Section 3-6 African American leaders looked to affirmative action to gain good jobs and adequate housing. This initiative, enforced through executive orders and federal policies, called for companies and institutions doing business with the federal government to actively recruit African American employees to help improve their social and economic status. It was later expanded to include other minority groups and women. Click the mouse button or press the Space Bar to display the information. Fighting for Greater Opportunity (cont.) (pages 812–815)

Section 3-7 Critics of affirmative action described it as reverse discrimination. In 1974 Allan Bakke, a white applicant, was turned down a second time for admission to the University of California Medical School. He learned there had been slots set aside for minorities. Bakke sued the school, arguing that by admitting minority students, some of whom had scored lower than Bakke, the school had discriminated against him. Click the mouse button or press the Space Bar to display the information. Fighting for Greater Opportunity (cont.) (pages 812–815)

Section 3-8 In 1978, in University of California Regents v. Bakke, the Supreme Court ruled that the university had violated Bakke’s rights. It also ruled that schools could use racial criteria as part of their admissions process, but not fixed quotas. Click the mouse button or press the Space Bar to display the information. Fighting for Greater Opportunity (cont.) (pages 812–815)

Section 3-9 In the early 1970s, there was a push for educational improvements for African American students. Inequality was apparent as schools in white neighborhoods had better supplies, facilities, and teachers. To desegregate schools, local governments implemented a policy known as busing, where children were transported to schools outside their neighborhoods to gain racial balance. Click the mouse button or press the Space Bar to display the information. Fighting for Greater Opportunity (cont.) (pages 812–815)

Section 3-10 In Boston, some 20,000 white students left the public school system for parochial and private schools. This “white flight” occurred in other cities as well. Click the mouse button or press the Space Bar to display the information. Fighting for Greater Opportunity (cont.) (pages 812–815)

Section 3-11 Jesse Jackson, an activist during the civil rights movement, continued to work to strengthen the economic and political power of African Americans. In 1971 Jackson founded the People United to Save Humanity, or PUSH, to register voters, develop African American businesses, and increase educational opportunities. Click the mouse button or press the Space Bar to display the information. Fighting for Greater Opportunity (cont.) (pages 812–815)

Section 3-12 The Congressional Black Caucus formed to represent specific legislative concerns of African Americans, especially in the areas of health care, economic development, and crime and safety. Fighting for Greater Opportunity (cont.) (pages 812–815)

Section 3-14 Hispanic Americans Organize Click the mouse button or press the Space Bar to display the information. By the 1970s, 9 million Hispanic Americans lived in the United States. Their reasons for coming to America ranged from economic opportunities, government oppression, and to escape poverty and war. Hispanic Americans faced the same prejudice as other immigrant groups and began to organize their own protest movement. (pages 815–816)

Section 3-15 In the early 1960s, César Chávez and Dolores Huerta organized two groups that fought for the rights of farm workers. In 1966, after employers would not respond to worker demands, the groups organized a boycott of table grapes and combined into one group, the United Farm Workers. The boycott ended in 1970, when grape growers finally agreed to raise wages and improve working conditions. Click the mouse button or press the Space Bar to display the information. Hispanic Americans Organize (cont.) (pages 815–816)

Section 3-16 In 1969 José Angel Gutiérrez organized a new political party in Texas called La Raza Unida, or “the United People.” The group mobilized Mexican American voters to push for job-training programs and greater access to financial institutions. An issue promoted by Hispanic students and political leaders was bilingualism, the practice of teaching immigrant students in their own language while they also learned English. Click the mouse button or press the Space Bar to display the information. Hispanic Americans Organize (cont.) (pages 815–816)

Section 3-18 Native Americans Raise Their Voices Click the mouse button or press the Space Bar to display the information. Native Americans began to organize in the late 1960s and early 1970s as a result of grievances that included low income, high unemployment, discrimination, limited education, and short life expectancy. In 1961 Native Americans issued the Declaration of Indian Purpose, calling for policies to create greater economic opportunities on reservations. (pages 816–817)

Section 3-19 As other groups wanted assimilation into mainstream society, Native Americans wanted independence from it. Native Americans formed militant groups such as the American Indian Movement (AIM). In 1969 AIM made a symbolic protest by occupying the abandoned federal prison on Alcatraz Island in San Francisco Bay for 19 months, claiming ownership “by right of discovery.” Click the mouse button or press the Space Bar to display the information. Native Americans Raise Their Voices (cont.) (pages 816–817)

Section 3-20 A violent protest occurred in 1973, when AIM members occupied the town of Wounded Knee, South Dakota. A clash between the occupiers and the FBI killed two Native Americans. Click the mouse button or press the Space Bar to display the information. Native Americans Raise Their Voices (cont.) (pages 816–817)

Section 3-20 The Native American movement won some notable victories, including the 1975 passage of the Indian Self-Determination and Educational Assistance Act, which increased funds for Native American education and enlarged tribal roles in administering federal programs. Click the mouse button or press the Space Bar to display the information. Native Americans Raise Their Voices (cont.) (pages 816–817) Native Americans won a number of land and water rights in court.

End of Section 3