IB History Y1 HL S1 Double Essay Prep

Young Lords Organization

Who: Cha-Cha Jimenez. Where: Chicago & New York. When: 1960s-1970s. Context: Inspired by Black Panther Party & Spanish-American War (1898). What: Puerto Rican self-determination, anti-capitalist, community projects (free breakfast, daycare, health clinics). Significance: Met with systematic repression by FBI (COINTELPRO), demise by 1971. Theme: Direct Action.

East L.A. Student Walkouts (Chicano Movement)

Who: Sal Castro and thousands of Mexican American students. When: March 1968. Where: East LA. Context: Civil Rights movement. What: Walkouts protesting education inequality, corporal punishment, and Vietnam draft. Significance: School board met demands then retracted; sparked Chicano pride & self-determination. College grad rates went up. Theme: Nonviolent Direct Grassroots Action.

United Farm Workers (UFW)

Who: Cesar Chavez, Dolores Huerta, Larry Itliong. When: 1960s-70s (Delano Grape Strike 65-70). Where: California. Context: Bracero Program, Wagner Act excluded farmers. What: Strikes/boycotts against pesticides, "el cortito" (short hoe), and low pay. Significance: 1975 CA Agri Labour Relation Act, equal pay, improved conditions. Theme: Nonviolent Direct Action.

Roe v. Wade

Who: Supreme Court and Jane Roe. When: 1973. Context: Reproductive rights, Griswold v. Connecticut. What: Right to privacy and abortions in first trimester. Significance: Polarized politics (Pro-life vs. Pro-choice), led to Hyde Amendment (no fed funds). Theme: Indirect legal success.

Griswold v. Connecticut

Who: Supreme Court. When: 1965. Context: Comstock laws (prohibited obscene in mail). What: Ruled married people can buy contraceptives based on "Right to Privacy". Significance: Precursor to Roe v. Wade. Theme: Indirect legal success.

Equal Rights Amendment (ERA)

Who: Phyllis Schlafly (STOP ERA), NOW, Steinem. When: Passed Congress 1972. What: Equal rights/no discrimination based solely on sex. Significance: Failed to be ratified (35/38 states) due to conservative backlash (Schlafly argued it removed protections like alimony/draft exemption). Theme: Indirect legal fail.

Latin American Feminism (Encuentros)

Who: LA Feminists. When: 1970s-80s. Context: Authoritarian regimes/dictatorships. What: "Encuentros" (conferences). Resisted dictatorships, sought "missing people," reproductive rights. Significance: Revealed division between "political" and "independent" feminists.

Women, Race, and Class (Angela Davis)

Who: Angela Davis. When: 1983. What: Argued that for African Americans, reproductive rights meant ending sterilization abuse and solving poverty, not just abortion access. Critiqued Margaret Sanger for using eugenics arguments to appeal to the rich.

Little Rock Central Highschool, Aaron v. Cooper

Who: The Little Rock Nine, Aaron & Cooper. Where: Little Rock, Arkansas. When: Sept 1957, Feb 1958. Context: After Brown v. Board II decision of integration "with all deliberate speed", the LR school board and Arkansas governor Orval Faubus fought admission of the nine using the National Guard. Significance: The SC held that constitutional rights cannot be revoked to preserve "order and peace". Reaffirmed power of SC to overrule state governments.

Brown v. Topeka Board of Education 1 & 2

Who: NAACP, Supreme Court, Brown family. When: 5/17/1954 & 1955. Where: Topeka Kansas, Washington DC. Context: Before BvB1, "Separate but equal" stood from Plessy v. Ferguson. BvB1 declared it unconstitutional under 14th Amendment. BvB2 decided to integrate "with all deliberate speed" (gradualism). Significance: BvB1 was a success overturning Plessy, but BvB2 was a giant step back as it allowed schools to drag their feet.

Malcolm X & "Ballot or the Bullet"

Who: Malcolm X. When: Assassinated 2/21/1965. Speech 1964. Where: USA, Detroit. Context: Early years criminal/prison, converted to Nation of Islam (NOI). After Mecca trip, changed views on race to self-reliance but not Elijah Muhammad's teaching (got him assassinated). Speech called for self-defense, voting registration, education. Significance: Gave AAs a renewed sense of pride.

Civil Rights Act (1964)

Who: JFK, Congress, LBJ. When: 7/2/64. Where: USA. Context: After BvB and protests, JFK proposed bill to codify rights of AAs & women. Significance: Enacted 11 titles/segments which ended legal discrimination and majorly helped the equality front.

Stokely Carmichael and "Black Power"

Who: Stokely Carmichael (SNCC). When: "Black Power" first used 6/16/1966. Where: Mississippi (Greenwood). Context: Opposed MLK's views. Embodies separatism and a lack of need for white support. Significance: Controversial, lost support of many whites & govt.

"Southern Manifesto" and Massive Resistance

Who: Southern legislators, White Citizens Councils. When: Feb 1956. Where: South/Deep South. Context: Legislators and citizens opposed integration with de jure & de facto laws and retaliation. Significance: Illustrates power struggle of Fed vs. State (e.g., governors intervening in orders like Little Rock 9 where Eisenhower had to step in).

Black Riots and the Kerner Commission Report

Who: LBJ. When: 1967 riots and 1968 report. Where: Urban ghettos. Context: Despite CRA/VRA, day-to-day issues (police brutality, housing, jobs) weren't fixed, causing riots. LBJ formed commission to understand why. Significance: Found white racism was responsible and discontent threatened democracy. LBJ devastated but Congress wouldn't spend money to fix it.

Black Panther Party

Who: Huey Newton & Bobby Seale. When: 1966. Where: Oakland, CA. Context: Based on ten-point manifesto (Jobs, education, housing, no police brutality, all AA prisoners freed). Patrolled ghettos to protect against police. Free breakfast programs. Significance: Very polarizing; infiltrated and destroyed from the inside by FBI.

MBB (Montgomery Bus Boycott) & Browder v. Gayle

Who: WPC, Jo-Ann Robinson, Rosa Parks, MIA. When: 12/5/55 - 12/21/56. Where: Montgomery, Alabama. Context: After Parks arrested, AAs organized boycott until seating rules revised. Significance: AA's employed grassroots direct action; successful with Browder v. Gayle making bus segregation illegal union-wide.

Birmingham Movement

Who: SCLC, ACMHR, MLK. When: 1963. Where: Birmingham, Alabama. What/Context: African American groups mounted mass protests, economic pressure, and lawsuits to desegregate parks, schools, airport cafeterias. Significance: Illustrated power of community-led activism and were able to desegregate many aspects of life in Birmingham.

Freedom Rides

Who: SNCC, CORE, James Farmer, JFK, RFK. When: May 1961. Where: Bus route Washington D.C. to New Orleans. What: Riders ignored segregation rules on the bus and in bus terminals/stops, as well as restaurants. Significance: Showed the violence of racist white southerners; showed that victories could be won in Deep South with help of federal government.

Freedom Summer

Who: SNCC, African American MS population, white activists. When: 1964 Summer. Where: Mississippi. What: Mississippi was seen as center of racism. Activists wanted to increase voter registration and desegregation through community centers & political education. Significance: Freedom schools were a success; created MSFDP but did not gain seats; questioned need for white support instead of separatism.

Voting Rights Act of 1965

Who: LBJ, Congress, MLK. When: 8/6/1965. Where: USA, Washington DC. What: After MLK's march through Selma bringing attention to voting rights, LBJ asked Congress to create the law/bill, he then signed it, putting an end to literacy tests and poll taxes. Significance: Increased voter turnout/registration and helped AAs have a voice on the federal stage. Federal district court had to approve law changes in certain states.

Civil Rights Act of 1968

Who: Lyndon B Johnson, AAs, minorities. When: 4/11/1968. Where: USA, Urban Cities. What: Over a decade after Brown v Board and CRA-1964, there was still a massive divide in housing between races. The act made discrimination related to housing illegal. Significance: While successful, the act had a gradual approach ending changes in 1970. Sig: Equal housing.

Plessy V Furgesson

A landmark Supreme Court case from 1896 that upheld racial segregation under the "separate but equal" doctrine. It legitimized state laws re-establishing racial segregation in public facilities.