Determining Significance: Signal Words: Chronology, chain of events Signal words: First, second, next, finally, subsequently, afterwards, until, previously, before, until, during Time Markers/ Transition Words Event Significance to Content Question Worksheet page 2/2
CONTINUITY AND CHANGE TEACHER KEY Historical Context: School officials at UC Berkeley limited the ability of students to organize and share information about political events. When police arrested outspoken leaders, the students on campus formed a coalition to support free speech on campus. Focus Question: How did the student demands reflect their expectations about a college education? Date Key Demands How would you characterize student demands? How did they change? Stay the same? Sept. 28, 1964 Right to hear any person speak on campus so long as doesn’t cause a traffic issue or interfere with classes Right to participate in political organizing on campus, not just voting Students and non-students have the right to set up tables for political causes Eliminate arbitrary rules (72 hour notice, police protection, faculty moderator) Demands reflect students’ ideas about what political rights they should have on campus, which include hosting speakers, political organizing beyond voter registration, and setting up tables about political causes. Students appear to not want to cause disruption through their political activities (first bullet point), and only want to be treated fairly (last bullet point). Oct. 12, 1964 Only the courts can decide on free speech. University should be “at least as” free as off campus There should be an “impartial body” not totally dominated by the administration, or its “hand-picked” faculty to decide See the university as more repressive than off campus. Lack of democratic processes. Oct. 28, 1964 “Freedom” to 1) advocate off campus actions, 2) recruit for off campus organizations, 3) from harassment of particular rules (72 hours, faculty moderators) Use the language of “freedom” to discuss specific issues on campus. Very focused on being able to organize and advocate for off campus issues. Not just about issues on campus. Thesis Statement: From September through late October 1964, participants in the Free Speech Movement continued to demand specific rights to organize on campus for off campus causes, but over time their language spoke more broadly about the role of the university to respect rights and establish democratic structures to make decisions and, by using “freedom” as part of their demands, connected the FSM to other “freedom” movements.
Historical Perspectives: TWLF Demands Name: Directions: Use the document “Third World Liberation Front: School of Ethnic Area Studies” to determine the perceived problems in California education and the proposed solutions of the Third World Liberation Front. Read the document and select specific evidence that suggests the identified problems and the TWLF’s proposed solutions. Title of Source: _____________________________________________________________ Author: Historical Context: Focus Question: Why was the establishment of a School of Ethnic Studies important to the TWLF? Problem Evidence Identify quotes that reveal the problem. Solution Evidence Identify quotes that reveal the solution. People of color missing from school curriculum School of Ethnic Area Studies Racism and hatred Developed, implemented and controlled by Third World people Thesis Statement: The TWLF saw _____________________________________________________________________________ as key problems in the California education system and felt a School of Ethnic Studies would provide a
solution by _____________________________________________________________________________. Historical Perspectives: TWLF Demands TEACHER KEY Directions: Use the document “Third World Liberation Front: School of Ethnic Area Studies” to determine the perceived problems in California education and the proposed solutions of the Third World Liberation Front. Read the document and select specific evidence that suggests the identified problems and the TWLF’s proposed solutions. Title of Source: Third World Liberation Front: School of Ethnic Area Studies Author: TWLF Historical Context: Following a rise in student activism in the black freedom struggle, the FSM’s demands for more student rights on college campuses and the ramp up of the Vietnam War and black power movements. Focus Question: Why was the establishment of a School of Ethnic Studies important to the TWLF? Problem Evidence Identify quotes that reveal the perspective on this issue. Solution Evidence Identify quotes that reveal the perspective on this issue. People of color missing from school curriculum “Throughout the entire educational system in California, a complete and accurate representation of minority peoples’ role in the past and present . . . is nonexistent.” School of Ethnic Studies “The school’s function is as a resource and an educational program for those minority peoples actively concerned with the lack of their peoples’ representation and participation in all levels of California’s educational institutions.” Racism and hatred “negligence and ignorance by the state’s educational systems is clearly an integral part of the racism and hatred this country has perpetuated on non-white peoples” Developed, implemented and controlled by Third World people “the people of an area study will have sole responsibility and control for the staffing and curriculum of their ethnic area study.” Context: Between 1967 and 1969, a series of protests took place at San Francisco State College. The coalition of students leading the protests called themselves the Third World Liberation Front (TWLF). The protests drew
both support and opposition from members of the college (administration, faculty, and students) and the surrounding community (governor, state legislature, mayor). The TWLF’s demands reflected, in particular, the concerns of students of color on the campus. “Third World Liberation Front: School of Ethnic Area Studies” found in The San Francisco State College Strike Collection. Special Collections and Archives, J. Paul Leonard Library. San Francisco State University. . Page 1/2 Page 2/2 Historical Perspectives: TWLF Coalition Members Name: ______________________________ Title of Source: Author: __________________________________________ Historical Context: Focus Question: How did the demand for a School of Ethnic Area Studies unite different groups on campus? Coalition Member Evidence of Perspective Identify quotes and specific demands that reveal the perspective of this coalition member. Analysis How are the perspectives of coalition members the same or different? What is most unique about this coalition member’s demands? Black Student Union (Demands and Explanations) Mexican American Student Confederation Asian American Political Alliance
Movement Participants Changes for Education Freedom Schools Black college students/full time organizers College professors Northern college students School age students Expand upon basic skills Include relevant and rigorous curriculum Skills for organizing Education to be shared with others Advance black freedom struggle Free Speech Movement Students at UC Berkeley Community activists Right to organize for off campus issues Autonomy from faculty control Democratic processes on campus Benefit from an education that can lead to improvements in society Third World Liberation Front SF State students SF State faculty Coalition members School of Ethnic Studies Student and faculty control of courses and hiring Connection of courses to community needs More students of color More faculty of color Respect political views of faculty TEACHER KEY