Splash Screen

Chapter Menu

Chapter Introduction

Section 1: Students and the Counterculture

Section 2: The Feminist Movement

Section 3: Latino Americans Organize

Visual Summary

Chapter Intro

Can Protests Bring Change?

The civil rights movement that began in the 1950s inspired other groups in American society to stage protests in the 1960s and 1970s. Students, women, and Latinos all formed organizations and began demanding changes in American society. Instead of trying to lobby legislatures or educate voters, all of these groups used mass protests and demonstrations to draw attention to their causes.

• Why do you think these groups decided to use public protests to achieve change?

• How has society changed for students, women, and Latinos?

Chapter Timeline

Chapter Timeline

Chapter Intro 1

Students and the Counterculture

How did students and the counterculture want to change society?

Chapter Intro 2

The Feminist Movement

What were the goals of the feminist movement that began in the 1960s?

Chapter Intro 3

Latino Americans Organize

What were the goals of the Latinos who organized?

Chapter Preview-End

Section 1-Main Idea

Big Ideas

Struggles for Rights During the 1960s, many of the country’s young people raised their voices in protest against numerous aspects of American society.

Section 1-Key Terms

Content Vocabulary

• counterculture

• hippies

• communes

Academic Vocabulary

• rationality

• conformity

Section 1-Key Terms

People and Events to Identify

• Port Huron Statement

• Tom Hayden

• Free Speech Movement

• Haight-Ashbury district

• Woodstock

• Bob Dylan

A. A

B. B

Section 1-Polling Question

Do you listen to any music or wear any clothing that you feel makes a statement?

A. Yes

B. No

A B

0%0%

Section 1

The Rise of the Youth Movement

The youth protest movement of the 1960s included Students for a Democratic Society and the Free Speech Movement.

Section 1

• On college campuses across the nation, youth protest movements began and reached their peak.

• Youth who thought that the small, wealthy elite controlled politics formed what came to be known as the New Left.

• Students for a Democratic Society (SDS) defined its views in a 1962 declaration known as the Port Huron Statement, written largely by Tom Hayden.

The Rise of the Youth Movement (cont.)

Section 1

• Another movement that captured the nation’s attention in the 1960s was the Free Speech Movement, led by Mario Savio and others at the University of California at Berkeley.

• The Supreme Court upheld the students’ rights to freedom of speech and assembly on campuses.

The Rise of the Youth Movement (cont.)

A. A

B. B

C. C

D. D

Section 1

A B C D

0% 0%0%0%

The youth movement originated with the generation born after which war?

A. World War I

B. World War II

C. The Cold War

D. Vietnam

Section 1

The Counterculture

Counterculture youths tried to create an alternative to mainstream culture.

Section 1

• Young Americans who rejected the system entirely and tried to create a new lifestyle created what became known as the counterculture and were commonly called “hippies.”

• Many hippies wanted to live together in communes.

• A famous hippie destination was San Francisco’s Haight-Ashbury district.

The Counterculture (cont.)

Section 1

• Although the counterculture declined without achieving its utopian ideals, it did change some aspects of American culture, such as fashion and music.

• Counterculture musicians made use of folk music and the rhythms of rock ’n’ roll and wrote heartfelt lyrics that expressed the hopes and fears of their generation.

• People gathered to listen to music at festivals such as Woodstock.

The Counterculture (cont.)

Section 1

• Bob Dylan, Joan Baez, and Pete Seeger were major folk singers.

• Jimi Hendrix, Janis Joplin, and The Who were popular rock musicians.

The Counterculture (cont.)

A. A

B. B

C. C

D. D

Section 1

A B C D

0% 0%0%0%

Which of the following was not an ideal of the 1960s counterculture?

A. Tolerance

B. Harmony with nature

C. Economic advancement

D. Cooperation

Section 1-End

Section 2-Main Idea

Big Ideas

Struggles for Rights Women organized to claim their rights and responsibilities as citizens.

Section 2-Key Terms

Content Vocabulary

• feminism

Academic Vocabulary

• gender

• compatible

Section 2-Key Terms

People and Events to Identify

• Equal Pay Act

• Betty Friedan

• National Organization for Women (NOW)

• Gloria Steinem

• Equal Rights Amendment (ERA)

• Phyllis Schlafly

• Title IX

A. A

B. B

Section 2-Polling Question

Do you agree that women are treated as equals to men?

A. Agree

B. Disagree

A B

0%0%

Section 2

A Renewed Women’s Movement

Women in the 1960s and 1970s began creating organizations to change society through education and legislative action.

Section 2

• Feminism had been a weak and often embattled force since the adoption of the Nineteenth Amendment guaranteeing women’s voting rights in 1920.

• By the early 1960s, many women were increasingly resentful of a world where newspaper ads separated jobs by gender, banks denied them credit, and they were often paid less for the same work.

A Renewed Women’s Movement (cont.)

Section 2

• One stimulus that invigorated the women’s movement was the President’s Commission on the Status of Women.

• In 1963 this commission won passage of the Equal Pay Act.

A Renewed Women’s Movement (cont.)

The Changing Status of Women

Section 2

• Betty Friedan tried to describe the reasons for the discontent of homemakers in her book The Feminine Mystique.

• Congress gave the women’s movement another boost by including them in the 1964 Civil Rights Act.

• However, in 1965 the commission ruled that gender-segregated help-wanted ads were legal.

A Renewed Women’s Movement (cont.)

Section 2

• Friedan and other women set out to form the National Organization for Women (NOW).

• By July 1972, the movement had its own magazine, Ms., with Gloria Steinem as its editor.

A Renewed Women’s Movement (cont.)

A. A

B. B

C. C

D. D

Section 2

A B C D

0% 0%0%0%

Who headed the President’s Commission on the Status of Women?

A. Eleanor Roosevelt

B. John F. Kennedy

C. Betty Friedan

D. Gloria Steinem

Section 2

Successes and Failures

The women’s movement made gains for women in education and employment but has not achieved complete equality for women.

Section 2

• The women’s movement seemed to be off to a strong start when Congress passed the Equal Rights Amendment (ERA) in March 1972.

• However, it was met with strong opposition by people such as Phyllis Schlafly and finally failed to be ratified by the required number of states in time to meet the 1982 deadline.

Successes and Failures (cont.)

Section 2

• One major achievement of the movement came in the area of education.

• In 1972 Congress passed a law known collectively as the Educational Amendments.

• Title IX prohibits federally funded schools from discriminating against women in nearly all aspects of their operations.

Successes and Failures (cont.)

Section 2

• One of the most important goals for many women activists was the repeal of laws against abortion.

• The big change came with the 1973 Supreme Court decision in Roe v. Wade.

• The Supreme Court modified Roe v. Wade in the 1992 case Planned Parenthood v. Casey.

Successes and Failures (cont.)

Section 2

• Despite the failure of the ERA, the women’s movement has brought profound changes to society.

Successes and Failures (cont.)

A. A

B. B

C. C

D. D

Section 2

A B C D

0% 0%0%0%

Throughout the years, the following changes have occurred for women EXCEPT

A. More women have pursued college degrees.

B. Men and women make the same amount of money for the same jobs.

C. More women are pursuing medical or law degrees.

D. Two-career families are much more common.

Section 2-End

Section 3-Main Idea

Big Ideas

Struggles for Rights Latinos organized to fight discrimination and to gain access to better education and jobs.

Section 3-Key Terms

Content Vocabulary

• repatriation

• bilingualism

Academic Vocabulary

• likewise

• adequate

Section 3-Key Terms

People and Events to Identify

• League of United Latin American Citizens

• American GI Forum

• César Chávez

• Dolores Huerta

• United Farm Workers

• La Raza Unida

• Bilingual Education Act

A. A

B. B

Section 3-Polling Question

Should the United States force immigrants to learn English?

A. Yes

B. No

A B

0%0%

Section 3

Latinos Migrate North

Mexicans, the largest Spanish-speaking immigrant group, faced discrimination and segregation in the West and Southwest.

Section 3

• Across the Southwest, most Mexican Americans lived in barrios.

• Barrios were the product of a combination of the region’s history and discrimination against Latinos.

Latinos Migrate North (cont.)

Growth of Latino Population in the U.S.

Section 3

• In California and across the Southwest, discrimination in employment meant that most ethnic Mexicans could find work only in low-paying jobs.

• During the Great Depression, approximately one-third of the Mexican population in the United States returned to Mexico.

• Some left voluntarily, but others were deported, known as repatriation.

Latinos Migrate North (cont.)

Section 3

• In 1954 Eisenhower’s administration launched a program intended to deport illegal Latino immigrants.

• More than 3.7 million Mexicans were deported over the next three years.

• After World War II, economic troubles in Puerto Rico prompted over one million Puerto Ricans to move to the mainland United States.

Latinos Migrate North (cont.)

Section 3

• The United States also became home to more than 350,000 Cuban immigrants in the decade after the Cuban Revolution of 1959.

Latinos Migrate North (cont.)

A. A

B. B

C. C

D. D

Section 3

A B C D

0% 0%0%0%

Which event in 1910 resulted in a wave of emigration from Mexico into the United States?

A. A drought

B. The Bracero Program

C. The Mexican Revolution

D. A new Mexican leader

Section 3

Latinos Organize

Latino civil rights organizations, such as LULAC and the American GI Forum, fought against discrimination.

Section 3

• Latinos formed several organizations to work for equal rights and fair treatment.

• In 1929 a number of Mexican American organizations came together to create the League of United Latin American Citizens (LULAC).

• LULAC made many advances, such as ending segregation in public places in Texas as well as ending the practice of segregating Spanish-speaking children in “Mexican schools.”

Latinos Organize (cont.)

Section 3

• Another Latino Organization, the American GI Forum, was founded to protect the rights of Mexican American veterans.

Latinos Organize (cont.)

A. A

B. B

C. C

D. D

Section 3

A B C D

0% 0%0%0%

The GI Forum’s first effort to combat racial injustice involved which incident?

A. A funeral home’s refusal to hold a funeral for a Mexican American soldier

B. Allowing Mexican American soldiers to use the GI bill

C. Awarding medals to Mexican American soldiers

D. Searching for missing Mexican American soldiers who were lost in war

Section 3

Protests and Progress

Many Latinos worked as poorly paid agricultural laborers; the United Farm Workers tried to improve their working conditions.

Section 3

• Encouraged by the achievements of the African American civil rights movement, Latinos launched a series of campaigns to improve their economic situation and end discrimination.

• In the early 1960s, César Chávez and Dolores Huerta organized two groups that fought for farmworkers.

• Chávez and Huerta merged their two organizations into one, the United Farm Workers (UFW).

Protests and Progress (cont.)

Section 3

• In 1967 college students in San Antonio, Texas, led by José Angel Gutiérrez, founded the Mexican American Youth Organization (MAYO).

• MAYO organized walkouts and demonstrations to protest discrimination.

• MAYO’s success and the spread of protests across the West and Southwest convinced Gutiérrez to found a new political party, La Raza Unida, or “the United People,” in 1969.

Protests and Progress (cont.)

Section 3

• One issue many Latino leaders promoted in the late 1960s was bilingualism.

• Congress supported their arguments, passing the Bilingual Education Act in 1968.

Protests and Progress (cont.)

A. A

B. B

C. C

Section 3

Which organization promoted Latino causes and supported Latino candidates in Texas, California, Colorado, Arizona, and New Mexico?

A. United Farm Workers

B. La Raza Unida

C. Mexican American Youth Organization

A B C

0% 0%0%

Section 3-End

VS 1

Causes of the New Protest Movements

• Earlier “beat” movement questioned American values.

• The successes of African Americans’ fight for civil rights demonstrated to other groups that change was possible if people demanded change.

• Many in the baby boom generation became frustrated with society as they entered college and began to advocate social reform.

VS 2

• The Vietnam War and the draft led many students to join protests.

• Women began to question their position in postwar society. Betty Friedan’s book The Feminine Mystique influenced many young women.

• The Kennedy administration began to pay attention to women’s issues, passing the Equal Pay Act and creating the President’s Commission on the Status of Women.

Causes of the New Protest Movements

VS 3

• The Latino American population increased through immigration; Latino newcomers, as well as citizens, faced discrimination.

Causes of the New Protest Movements

VS 4

Effects of the New Protest Movements

• New student groups, including Students for a Democratic Society (SDS), were formed. Court cases affirmed student rights to free speech on campus.

• New women’s groups, such as the National Organization for Women (NOW), emerged. They fought for equal economic rights in the workplace and in society; they demanded equal opportunities in education.

• A campaign began for the Equal Rights Amendment, but the amendment was not ratified.

VS 5

• The Roe v. Wade decision affirmed a constitutional right to abortion, with some limits.

• New Latino organizations emerged, such as the United Farm Workers (UFW) and La Raza Unida, fighting for increased economic opportunity and greater representation in political institutions.

• Latinos made substantial gains politically and economically, and many were elected to positions in Congress and state governments.

Effects of the New Protest Movements

VS-End

Figure 1

Figure 2

Chapter Trans Menu

Chapter Transparencies Menu

Why It Matters

Cause-and-Effect Transparency

Unit Time Line Transparency

Select a transparency to view.

Why It Matters Trans

C & E Trans

Unit Timelines Trans

DFS Trans 1

DFS Trans 2

DFS Trans 3

Vocab1

counterculture 

a culture with values and beliefs different from those of the mainstream

Vocab2

hippies 

refers to young Americans, especially during the 1960s, who reject the conventions of established society

Vocab3

commune 

a group living arrangement in which members share everything and work together

Vocab4

rationality 

the quality or state of being agreeable to reason

Vocab5

conformity 

agreement in form, manner, or character

Vocab6

feminism 

the belief that men and women should be equal politically, economically, and socially

Vocab7

gender 

term applied to the characteristics of a male or a female

Vocab8

compatible 

capable of existing in harmony

Vocab9

repatriation 

being restored or returned to the country of origin, allegiance, or citizenship

Vocab10

bilingualism 

the practice of teaching immigrant students in their own language

Vocab11

likewise 

in a like manner; similarly

Vocab12

adequate 

sufficient for a specific requirement; completed to its minimum requirements

Help

Click the Forward button to go to the next slide.

Click the Previous button to return to the previous slide.

Click the Home button to return to the Chapter Menu.

Click the Transparency button from the Chapter Menu, Chapter Introduction, or Visual Summary slides to access the transparencies that are relevant to this chapter. From within a section, click on this button to access the relevant Daily Focus Skills Transparency.

Click the Return button in a feature to return to the main presentation.

Click the History Online button to access online textbook features.

Click the Reference Atlas button to access the Interactive Reference Atlas.

Click the Exit button or press the Escape key [Esc] to end the chapter slide show.

Click the Help button to access this screen.

Links to Presentation Plus! features such as Maps in Motion, Graphs in Motion, Charts in Motion, Concepts in Motion, and figures from your textbook are located at the bottom of relevant screens.

To use this Presentation Plus! product:

End of Custom Shows

This slide is intentionally blank.