WALKOUT Jere Mendelsohn, M.Ed. jsmendelsohn@charter.net SECTION ONE:…

WALKOUT
Jere Mendelsohn, M.Ed.
jsmendelsohn@charter.net


SECTION ONE: SYNOPSIS OF PLOT

WALKOUT is the true story of a young, charismatic Mexican-American high school teacher,
Sal Castro, who becomes the mentor for a group of high school students in East Los Angeles
when they decide to stage a peaceful walkout against the injustices of the public school
system. In 1967, Latino students at East LA High schools were being denied such privileges
as using the bathroom facility during lunchtime or speaking Spanish in the classroom. In
addition, many Latino youth were programmed into non-college prep courses and were not
encouraged or counseled to attend college. Tired of being mistreated as second-class citizens
in their own schools, the high school students, along with a group of politicized college
students, decide to take their future into their own hands. Castro's role is to inspire his
students to believe in their own potential and educates them about the proud history of their
heritage.

The main protagonist is Paula Crisostomo, a 17-year-old college-bound senior, who is one of
the best and brightest students in Castro's class. Paula, along with classmates Yoli
and Bobby Verdugo, undergoes a political transformation, which results in her becoming an
instrumental leader of the infamous East LA walkouts. With the newfound inspiration of
"Chicano power," Paula and the other student leaders begin their fight to improve the quality
of their education. The students decide to take drastic measures after their demands are
ultimately ignored by the school administration and the LA school board. A student walkout
strike in all five Eastside high schools is organized. After Sal Castro warns school authorities
about the seriousness of the students' demands and is ignored, he decides to join the students
in their planning. His goal is a safe walkout where no students are harmed. The walkouts
become a highly publicized cause and last for several days, including a day marked by
extreme violence. Outraged by the violence, community leaders and parents come to the aid
of their children, who have led the way in the fight for justice.

United at last, Sal, the high school students, their parents and members of the community and
the Brown Berets occupy the school board meeting room until the board finally grants a
hearing to review the demands of the students. Sal and the Brown Berets are later arrested for
conspiring to incite the walkouts and disrupt school, which is a felony. Paula organizes a
writing campaign on their behalf. They are later freed on bail and return to the community as
heroes in the struggle for justice. Four years later, the case against the East LA 13 is thrown
out of court on appeal. With the help of Sal, Paula, the Brown Berets and all of the other
courageous students, the doors for higher education are opened for all Chicanos in Los
Angeles.
SECTION TWO: HISTORICAL BACKGROUND AND CONTEXT

General Historical Context

Generally encompassing the land east of the Los Angeles River, "East Los Angeles" (East
LA) is a populous area that for many years has been anchored by communities such as Boyle
Heights and Lincoln Heights. Home to the Gabrielino Indians for more than two thousand
years, the area fell into the hands of the Spanish in the late eighteenth century, with Mexican
and American ranchers taking control of the land for much of the nineteenth century.
Farmers eventually used portions to grow vegetables and fruit and raise dairy cattle, but
agriculture took up only temporary residence, ultimately pushed aside as urban society
rapidly expanded.

At the beginning of the twentieth century, East Los Angeles became a popular immigrant
destination. In the early 1900s, Russians, Jews, Japanese, and Mexicans all had a significant
presence in the area. Living east of the river and working in nearby factories, or traveling by
electric rail into downtown Los Angeles, immigrants and their children helped fuel the
prosperity of the growing metropolis. By the onset of World War II, East Los Angeles was a
nearly exclusively Latino community, soon reinforced by Mexican workers who arrived to
man the machines in the area's burgeoning war industries. Although the face of the city of
Los Angeles and its surrounding communities has changed considerably, East Los Angeles
has maintained this basic character throughout the last sixty years. As a result of its history as
a long-standing Mexican American community, the area of East Los Angeles continues to be
studied and documented by scholars from around the world.


Ethnic Conflict

East LA has a long history of immigrant settlement, and with it, the conflicts that often
accompany shifting demographics and a changing economy. For centuries Native Americans
made their homes near the Los Angeles River. The late 1700s ushered in Spanish explorers
and missionaries who often enslaved or killed those indigenous people who resisted
conversion to Christianity. Ultimately, ranchers and, later, farmers replaced the soldiers and
missionaries as the colonial economy grew. With the blossoming of a local rail system and a
maturing economy, tract housing began edging out the farmers early in the twentieth century.
In particular, many recent immigrants settled in East Los Angeles. Russians fleeing war and
religious persecution joined Japanese, Mexicans, Italians, and Poles in Boyle Heights. By the
mid 1920s, moreover, one third of the 65,000 Jews living in Los Angeles lived in Boyle
Heights. Eventually, the European immigrants moved on to suburbs further away. However,
the Mexican community continued to expand. In the 1920s, increased immigration spurred
by employment opportunities, the encroachment of industry and commerce on downtown
Los Angeles neighborhoods inhabited by earlier immigrants, and the accessibility of
electrified commuter rail systems to carry workers to their jobs led to a swelling of the
Mexican population of East Los Angeles. By 1930, some 30,000 residents of the community
of Belvedere alone were of Mexican descent. Over time, the individual communities on the
east side of the river melded into a large Mexican-American community. World War II
brought turmoil and tensions with those outside of the community, and in the 1950s and
1960s, massive freeways began to criss-cross the area, bringing with them problems of
division and pollution. Community contours were further changed as neighboring cities,
including Monterey Park, Commerce, and Los Angeles, annexed pieces of East Los Angeles.
Attempts by residents of East Los Angeles to incorporate as an independent city were
unsuccessful. During the late 1960s and early 1970s, the uneasy co-habitation of the Latinos
of East Los Angeles with their frequently discriminatory neighbors helped ignite the activism
of the Chicano movement. The Chicano movement was spawned and in part by long-
simmering ethnic tensions within the city, manifested by the "Zoot Suit" riots in the early
1940s, the building of the Southern pacific Railway through the heart of many Latino barrios,
and the annexation of Chavez Ravine (a long-standing barrio) to build Dodger Stadium. The
Chicano movement, also known as "Brown Power" and "The Movimiento," was also
inspired by the Civil Rights movement of the 1960s and 70s, wherein African-American
citizens fought for the repeal of Jim Crow laws and full inclusion into society.

The Chicano Movement

In the mid 1960s, with blacks demanding their rights, the war in Vietnam heating up, and
President Lyndon Johnson pressing ahead with his War on Poverty, Mexican Americans in
the United States began to think more about their own social, economic, and political
oppression. The Chicano movement of the late 1960s and early 1970s stressed the unique
identity of Mexican Americans and encouraged cultural self-awareness and expression.
Political and social activism to correct injustices and defeat discrimination were a natural
outgrowth of that awareness and a major feature of the movement. Key issues involved
inadequate education, police brutality and the high rate of Chicano incarceration, inadequate
services, political gerrymandering and lack of political representation, and the high number
of Chicanos dying in the war in Vietnam. The Chicano movement took up many of the
demands seen in the Black civil rights movement, such as self-determination and ethnic
pride. East Los Angeles, because of its ethnic composition, became the center for Chicano
art, literature, expression, and intellectual activity.

The Chicano Walkouts

In the late 1960s, as was happening with teens across the country, Mexican American teens
were breaking out of accepted roles and trying to take charge of their education and futures.
Many took on the label of "Chicano" or "Chicana" in spite of the fears and concerns of
parents and other adults that they were being too radical or even communist. Over the course
of several months, students at Lincoln High School became politicized and increasingly
aware of the inadequacies in educational funding, programs, Chicano and Mexican culture in
the curriculum, and of Chicanos on the faculties of the East Los Angeles high schools. They
began organizing themselves and educating their peers in the surrounding schools. Feeling
the Board of Education was not listening, these students organized a walkout or "blowout"
that gained momentum. One day in early March 1968, hundreds of East Los Angeles high
school students walked out of their classes.
Over the course of the next several days, hundreds more students from fifteen different
schools followed suit. Eventually, police arrested thirteen people on conspiracy charges-
though nothing ever came of these. At the heart of the student protests were concerns and
frustrations regarding educational conditions in public schools attended almost exclusively
by Chicanos where dropout rates were astronomical and graduates who went on to college
were rare. The students resented the poor physical condition of their schools and the fact that
most of their teachers pushed students towards shop courses rather than towards college.
They wanted bilingual education, more Chicano teachers and administrators, and courses
relevant to their Mexican heritage, not to mention improved cafeteria food and open
restrooms! In the end, city education officials did little to meet the student demands, and
some twenty years later those who participated, while showing evidence that the
demonstrations had significantly impacted their own lives, were still lamenting the problems
plaguing the schools of East Los Angeles. East LA today remains home to thousands of
working families. However, while many conditions in the schools have improved over time,
parts of East LA continue to be challenged by high rates of crime, poverty, and multi-
generational gang activity.

SECTION THREE: EDUCATIONAL STANDARDS

Information and student activities related to this film are based on the following national
educational standards from Mid-Continent Research for Education and Learning (MCREL).
Additional information on MCREL can be found at http://www.mcrel.org/

Behavioral Studies
Topics: 3, 8, 9, 11, 19, 20, 23, 24, 29, 33, 34, 35, 39
Standard 1. Understands that group and cultural influences contribute to human
development, identity, and behavior
Standard 2. Understands various meanings of social group, general implications of group
membership, and different ways that groups function
Standard 4. Understands conflict, cooperation, and interdependence among individuals,
groups, and institutions

Civics
Topics: 13, 19, 34, 35, 60, 61, 70, 74
Standard 9. Understands the importance of Americans sharing and supporting certain
values, beliefs, and principles of American constitutional democracy
Standard 11. Understands the role of diversity in American life and the importance of
shared values, political beliefs, and civic beliefs in an increasingly diverse American society

Standard 13. Understands the character of American political and social conflict and factors
that tend to prevent or lower its intensity
Standard 14: Understands issues concerning the disparities between ideals and reality in
American political and social life
Standard 18. Understands the role and importance of law in the American constitutional
system and issues regarding the judicial protection of individual rights

Geography
Standard 3. Uses map grids (e.g., latitude and longitude or alphanumeric system) to plot
absolute location
Standard 6. Understands that culture and experience influence people's perceptions of places
and regions
Standard 7. Knows the characteristics and purposes of geographic databases (e.g., databases
containing census data, land-use data, topographic information)

Historical Understanding
Topics: 2, 3, 4, 6, 7, 12, 13, 14
Standard 1. Understands and knows how to analyze chronological relationships and patterns
Standard 2. Understands the historical perspective


Language Arts
Topics: 2, 4, 6, 7, 8, 16, 23, 24, 28, 32, 37
Standard 1. Uses the general skills and strategies of the writing process
Standard 4. Gathers and uses information for research purposes.
Standard 8: Uses listening and speaking strategies for different purposes.
Standard 9: Uses viewing skills and strategies to understand and interpret visual media.


Life Skills/ Working With Others
Topics: 1, 3, 4, 8, 10
Standard 5. Demonstrates leadership skills.

U.S. History
Topics: 133, 134, 135, 136
Standard 29. Understands the struggle for racial and gender equality and for the extension of
civil liberties
SECTION FOUR: PRE-VIEWING ACTIVITIES

Vocabulary and Key Terminology

Directions: Students should research the definitions of the following terms and be
familiar with their relevance before watching the film. (Definitions are provided if time
is limited and the instructor wishes to prepare students for a critical viewing of Walkout
without the research component).

1) ADA (average daily attendance): The amount of money per student paid by the state to
the school each day for attendance in homeroom. Important in maintaining a school's budget.

2) barrio: Spanish term meaning "neighborhood," with the added deep feelings of great
territorial and sentimental loyalty.

3) Chicano/Chicana: Political/sociological term used by Mexican-Americans born in the
United States to define themselves. Often preferred to the generic term "Hispanic," which
was initially used by the US Census Bureau during the Nixon Administration.

4) corporal punishment: physical punishment meted out to students in the form of paddling
or spanking.

5) ethnicity: One's culture as manifested by such markers as language, dress, food, rituals,
customs, etc. Ethnicity is taught and learned, as opposed to race, which consists of certain
physical characteristics.

5) Latino: Political/sociological term often used in place of Hispanic by people in the
Western Hemisphere who share a common culture that is a blend of indigenous and
European cultures and use the Spanish language as a primary means of communication.

6) mediocre: Moderate to inferior in quality; ordinary

7) nonviolent/passive resistance: Peaceful resistance to a government or other authority by
fasting or refusing to cooperate by persons seeking change; resisting by passive, rather than
violent means

8) race: A large body of persons who may be thought of as a unit because of common
characteristics. In the traditional biological and anthropological systems of classification race
refers to a group of persons who share such genetically transmitted traits as skin color, hair
texture, and eye shape or color; term is sometimes in dispute among modern biologists and
anthropologists. Some feel that the term has no biological validity; others use it to specify
only a partially isolated reproductive population whose members share a considerable degree
of genetic similarity.
8) Raza/ La Raza: Literally "The Race"; Spanish term for Mexicans or Mexican Americans
considered as a group, sometimes extending to all Spanish-speaking people of the Americas;
used to connote pride in one's culture.

9) revolution: A radical and pervasive change in society and the social structure, especially
one made suddenly and often accompanied by violence; a radical shift in thought or
procedure.

10) tawdry: Gaudy; showy and cheap

Geographical/Sociological Research Question

Using an atlas, map, or online resource, locate the following information about the city
of Los Angeles:
               1) Latitude and longitude coordinates
               2) Important landmarks and bodies of water
               3) Surrounding states
               4) General yearly climate
               5) Population demographics, especially ethnicity and language

Anticipatory Activities: Journal/Discussion Questions

Directions: Use the following generalized questions to get students thinking about
specific issues and themes before or during the viewing of the film. They may be used
daily for journal writing topics, or all at once (they are also included in a reproducible,
worksheet form on the next page).

1. Do you identify with a particular ethnic, racial, social and/or religious group or groups? If
so, which one(s)? If not, why not?

2. Have you had the opportunity to study the history and/or contributions of your particular
group(s)? Is so, where have you learned about them? If not, is it due to lack of interest or lack
of information?

3. Are there any outstanding or notable historical or political members of your group(s)? If
so, identify who they are and briefly describe what each did.

4. Are graduating from high school and attending college important to you? If so, why? If
not, why not?

5. From whom do you receive the most encouragement to succeed in school: parents,
teachers, friends, the community, other relatives? (You may use more than one example).
Briefly explain how and why each supports you.

6. On a scale of 1-10 (with 1 being the worst and 10 being the best), how would you rate
your school academically and socially? Briefly explain your answers.
7. Have you personally experienced any forms of prejudice (racism, sexism, age, height,
weight, etc.) at school? If so, describe how you dealt with it. If not, are you aware of any?

8. Have you personally witnessed other students at school expressing or demonstrating
prejudice towards another student or group of students? If so, briefly describe the situation?

9. Do you feel that your school has any inequalities that need to be addressed by the
students? If so, identify them and briefly explain why.

10. Do you consider yourself more of a leader or follower at your school? Describe and give
a specific example.

11. Give an historical example (or examples) of nonviolent or passive resistance. In your
opinion, is it more effective than using violence to initiate social change? Briefly explain
why or why not.
NAME:______________________________DATE:_______________ PERIOD:____

WALKOUT
Short-Answer Study Questions

Directions: On your own paper, answer the following questions in preparation for
watching the film Walkout. Be as specific as you can! Use blue or black ink, or word
process your answers, and observe the standards for written English.

1. Do you identify with a particular ethnic, racial, social and/or religious group or groups? If
so, which one(s)? If not, why not?

2. Have you had the opportunity to study the history and/or contributions of your particular
group(s)? Is so, where have you learned about them? If not, is it due to lack of interest or lack
of information?

3. Are there any outstanding or notable historical or political members of your group(s)? If
so, identify who they are and briefly describe what each did.

4. Are graduating from high school and attending college important to you? If so, why? If
not, why not?

5. From whom do you receive the most encouragement to succeed in school: parents,
teachers, friends, the community, other relatives? (You may use more than one example).
Briefly explain how and why each supports you.

6. On a scale of 1-10 (with 1 being the worst and 10 being the best), how would you rate
your school academically and socially? Briefly explain your answers.

7. Have you personally experienced any forms of prejudice (racism, sexism, age, height,
weight, etc.) at school? If so, describe how you dealt with it. If not, are you aware of any?

8. Have you personally witnessed other students at school expressing or demonstrating
prejudice towards another student or group of students? If so, briefly describe the situation?

9. Do you feel that your school has any inequalities that need to be addressed by the
students? If so, identify them and briefly explain why.

10. Do you consider yourself more of a leader or follower at your school? Describe and give
a specific example.

11. Give an historical example (or examples) of nonviolent or passive resistance. In your
opinion, is it more effective than using violence to initiate social change? Briefly explain
why or why not.
SECTION FIVE: VIEWING THE FILM




SECTION SIX: POST-VIEWING AND ENRICHMENT ACTIVITIES
Web Links

The following Internet links will help students broaden their understanding of the
history and impact of the film's events before, during, and after their viewing of
Walkout.

History and Demographics of East LA

http://www.colapublib.org/history/eastla/
This website, sponsored by the Los Angeles County Library, provides information on Native
Americans who lived in the East LA area in prehistoric times, local missions, the early
history of the community, as well as other historical topics. It also contains images of historic
community photographs and other documents, and links and citations to additional
community history resources.

http://www.pbs.org/americanfamily/eastla.html
This website is home to the PBS show "American Family," which is set in East LA. It
contains an abundance of narrative and pictorial information about the social and political
history of the region, plus some great interactive cultural maps and tours/

http://www.city-data.com/city/East-Los-Angeles-California.html
This website contains a wealth of demographic and economic data about current-day East
Los Angeles and links to other relevant sites for student research.

http://www.hometownlocator.com/City/East-Los-Angeles-California.cfm
This website contains additional demographic and economic data about current-day East Los
Angeles and links to other relevant sites for student research. A map also shows the relative
size of the Los Angeles county area for comparison with students' geographical location.

http://www.panam.edu/orgs/MEChA/nat.html
The homepage of MEChA, the Movimiento Estudiantil Chicano de Aztlán, which is a school
and university based organization organized by Chicano/Chicana students after the 70s
political protests. A direct descendent of the Brown Power movement, MEChA is a valuable
resource in understanding the cultural identity of Mexican Americans.

Latino Arts and Culture

http://www.lamurals.org/
L.A. is often singled out as the Mural Capital of the World because of the number, variety
and quality of murals here. Not to mention the Southern California weather, which lets
muralists create pretty much year round. During the 60s and 70s, young Latino artists began
to look at the early-century Mexican mural movement. Today upwards of a thousand murals
have been produced in L.A., with new ones appearing on a regular basis.


http://www.plazadelaraza.org/Redone/Plaza.html
The Plaza de la Raza ("The Plaza of The Race") is the pre-eminent Chicano arts center in
Los Angeles. Active in both the schools and the community, the mission of the Plaza is to
bridge the "geographic, social, artistic, and cultural boundaries of Los Angeles and beyond."
A great resource for students who live in a relatively homogeneous setting.

Nonviolent Resistance

http://www.gandhiinstitute.org/
The MK Ghandi Institute for Nonviolence carries on the work of the famed leader of
resistance against the British and liberator of India. Explains the history and principles of
nonviolent resistance and contains articles on current world events.

http://www.thekingcenter.org/
The Martin Luther King Center website has an abundance of information on the historical
importance of nonviolent resistance in the Civil Rights movement, and offers students a way
to involve themselves locally in just a matter of seconds by filling out a simple form.