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47
The Widening Struggle
Why and how did the civil rights movement expand?
K e y
C o n t e n t
T e r m s
As you complete the Reading Notes, use these
Key Content Terms in your answers:
United Farm Workers
(UFW)
National Organization
for Women (NOW)
women’s liberation
American Indian
Movement (AIM)
Japanese American
Citizens League
(JACL)
Americans with
Disabilities Act
(ADA)
R E A D I N G
N O T E S
Sections 47.2 to 47.6
You will be visiting seven stations to learn about seven
groups of people involved in the struggle for civil rights.
For each group, set up a half-page in your notebook as
shown below. As you read about each group, answer the
questions below on the Reading Notes side of the page.
Then follow the directions at the station to complete the
Station Notes for that group.
Stonewall riots
Gray Panthers
Group
(Women, Latinos, American Indians, Asian Americans, . . .)
P R E V I E W
Answer the questions below for the group to which you
are assigned.
Reading Notes
Station Notes
Who
Who belongs to this group?
Changes Wanted
What changes has this group fought for?
Poster
What are three interesting details in the poster? Sketch
and label each of them.
Song
What interesting elements do you hear in this piece of
music? What emotions does this song evoke?
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How Achieved
What actions has this group taken to
achieve the changes they wanted?
Successes
What successes has this group had?
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you think might be worth fighting for in your school?
Your community? Your state? Your nation?
P R O C E S S I N G
5. What can you do to achieve change? Choose an issue
to focus on. Based on what you learned about civil
rights movements, create a plan of action for addressing that issue. Your action plan should include
Refer to the timeline as you answer these questions in
your notebook:
1. What does this timeline show?
2. What relationship do you see between the African
American civil rights movement and other groups’
struggle for civil rights?
• a brief description of the change wanted, including
a slogan that summarizes the issue.
3. Which actions for achieving civil rights seem to have
been most successful? Why might this be so?
4. All of the groups on the timeline made remarkable
progress in achieving change. What issues today do
Major Events in the African American
Civil Rights Movement
CORE formed
First black player in the major leagues
Desegregation of the armed forces
Brown v. Board of Education ruling
Montgomery Bus Boycott
Integration of Central High School
The Hate That Hate Produced aired
Lunch counter sit-ins
Freedom Rides
Birmingham campaign
March on Washington
Civil Rights Act of 1964
Voting Rights Act of 1965
Watts riot
Black Panther Party founded
Civil Rights Act of 1968
Congressional Black Caucus formed
Date
• a short explanation of what actions you might use
to achieve the change and why you believe these
steps will be successful. Use historical examples
from the chapter to help support your ideas.
Major Events of the Widening Struggle
for Civil Rights
1940–1949
AARP founded
1950–1959
1960–1969
Asian American movement formed
Medicare passed
UFW strike against grape growers begins
NOW founded
Age Discrimination in Employment Act
AIM founded
Bilingual Education Act
Stonewall riots
1970–1979
La Raza Unida Party formed
Gray Panthers founded
Congress passes equal rights amendment
Rehabilitation Act, including Section 504,
is passed
Roe v. Wade
Indian Self-Determination and Education
Assistance Act
Harvey Milk elected
JACL seeks compensation for Japanese
Americans
1980–1990
Reparations awarded to Japanese internees
Americans with Disabilities Act
Swann v. Charlotte-Mecklenburg Board
of Education
Roots aired
Regents of the University of California v. Bakke
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• a list of people and organizations that might be
involved in fighting for this change.
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Women
Step 1 Read about women’s struggle for civil rights in Section 47.2, and complete the Reading
Notes for this group.
Step 2 Read the excerpt below.
Step 3 Complete your Station Notes for this group by doing the following:
• Copy one sentence from NOW’s Statement of Purpose that more fully explains what changes women
were fighting for. Draw a line connecting this quotation to your “Changes Wanted” notes.
• Sketch and label at least one detail from the photograph of the NOW protesters that shows what actions
women used to achieve change. Draw a line connecting this sketch to your “How Achieved” notes.
In 1966, author Betty Friedan and other feminists founded the National Organization for Women.
NOW became an important venue for bringing attention to women’s issues. In the following excerpt
from NOW’s Statement of Purpose, Friedan outlines the beliefs of the organization and its strategy
for achieving change.
Excerpt from NOW’s Statement of Purpose
We, men and women who hereby constitute ourselves as the National Organization for Women,
believe that the time has come for a new movement toward true equality for all women in America,
and toward a fully equal partnership of the sexes . . .
that the . . . protection guaranteed by the U.S. Constitution to the civil rights of all individuals, must be effectively applied and enforced to isolate and remove patterns of sex discrimination,
to ensure equality of opportunity in employment and education, and equality of civil and political
rights and responsibilities on behalf of women, as well as for Negroes and other deprived groups . . .
WE BELIEVE
the current assumptions that a man must carry the sole burden of supporting himself,
his wife, and family . . . We believe that a true partnership between the sexes demands a different
concept of marriage, an equitable sharing of the responsibilities of home and children and of the
economic burdens of their support . . .
WE REJECT
in order to mobilize the political power
of all women and men intent on our goals. We will strive to ensure that no party, candidate, president, senator, governor, congressman, or any public official who betrays or ignores the principle of
full equality between the sexes is elected or appointed to office.
NOW WILL HOLD ITSELF INDEPENDENT OF ANY POLITICAL PARTY
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Latinos
Step 1 Read about Latinos’ struggle for civil rights in Section 47.3, and complete the
Reading Notes for this group.
Step 2 Play the song “El Picket Sign” as you read along with the lyrics in English below.
Step 3 Complete your Station Notes for this group by doing the following:
• Copy a portion of the lyrics to “El Picket Sign” that explains what actions the UFW used
to achieve change. Draw a line connecting the lyrics to your “How Achieved” notes.
• Sketch and label at least one detail from the photograph of Cesar Chavez that shows
what actions he used to achieve change. Draw a line connecting this sketch to your
“How Achieved” notes.
In the early 1960s, Cesar Chavez and the United Farm Workers began mobilizing migrant farm
laborers, particularly Mexicans and Mexican Americans, to protest the low wages, unsafe working
conditions, and long hours typical in migrant farmwork. As in the African American civil rights
movement, music was an important part of UFW’s nonviolent protests. One of the more popular
songs heard during the strike against grape growers, or “La Huelga,” was “El Picket Sign.”
The Picket Sign
From Texas to California / Farm workers are struggling.
The ranchers, crying and crying / The strike has made them spineless!
Refrain
The picket sign, the picket sign, / I carry it all day.
The picket sign, the picket sign, / With me all my life.
We’ve spent most of the year / Fighting this strike.
One rancher already died, / And another turned into a coward.
A cousin of mine / Was irrigating the ditches.
One day with Pagarulo, / Another day with Zanavaviches
Pagarulo and Zanavaviches were grape
growers the UFW was boycotting.
They tell me I am mean, / A loudmouth, and rabble-rouser.
But Juárez was my uncle / And Zapata was my father-in-law.
Benito Juárez was a reform-minded
president of Mexico in the mid-1800s.
Emiliano Zapata was a Mexican revolutionary leader in the early 1900s.
And now I go around organizing / The people in all the fields.
And many people are still eating / Only tortillas with chiles.
There are many who do not understand / Even though it is explained to them.
The strike is good for everyone, / But some act like idiots.
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American Indians
Step 1 Read about American Indians’ struggle for civil rights in Section 47.4, and complete the
Reading Notes for this group.
Step 2 Read the excerpt below.
Step 3 Complete your Station Notes for this group by doing the following:
• Copy one sentence from the Alcatraz Proclamation that more fully explains what changes American
Indians were fighting for. Draw a line connecting this quotation with your “Changes Wanted” notes.
• Sketch and label at least one detail from the photograph of Alcatraz that shows what actions American
Indians used to achieve change. Draw a line connecting this sketch to your “How Achieved” notes.
On November 20, 1969, a group of American Indians seized Alcatraz Island in San Francisco Bay.
The group called themselves Indians of All Tribes and claimed the land by right of discovery. When
government officials came to remove them, Richard Oakes, a Mohawk Indian, presented the officials
with the Alcatraz Proclamation, which begins, “To the Great White Father and All His People.”
Excerpt from the Alcatraz Proclamation
We, the Native Americans, re-claim the land known as Alcatraz Island in the name of all American
Indians by right of discovery . . .
We will purchase said Alcatraz Island for twenty-four (24) dollars in glass beads and red cloth, a
precedent set by the white man’s purchase of a similar island [Manhattan] about 300 years ago . . .
We feel that this so-called Alcatraz Island is more than suitable for an Indian reservation, as
determined by the white man’s own standards. By this we mean that this place resembles most
Indian reservations in that:
1. It is isolated from modern facilities, and
without adequate means of transportation.
2. It has no fresh running water.
3. It has inadequate sanitation facilities.
4. There are no oil or mineral rights.
5. There is no industry and so unemployment
is very great.
6. There are no health care facilities.
7. The soil is rocky and non-productive; and the
land does not support game [animals].
8. There are no educational facilities.
9. The population has always exceeded the land base.
10. The population has always been held as prisoners
and kept dependent upon others.
Further, it would be fitting and symbolic that ships from all over the world, entering the Golden Gate,
would first see Indian land, and thus be reminded of the true history of this nation. This tiny island
would be a symbol of the great lands once ruled by free and noble Indians.
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Asian Americans
Step 1 Read about Asian Americans’ struggle for civil rights in Section 47.5, and complete
the Reading Notes for this group.
Step 2 Read the excerpt below.
Step 3 Complete your Station Notes for this group by copying two sentences from the
“Yellow Power!” article.
• One must more fully explain what changes Asian American activists were fighting for.
Draw a line connecting this quotation to your “Changes Wanted” notes.
• The other must more fully explain what actions this group used to achieve change. Draw
a line connecting this quotation to your “How Achieved” notes.
At least one quotation must come from the placard.
In 1969, the first issue of the newspaper Gidra was published by a group of Asian American students. The students organized to change the status of Asian Americans in society. They called for
Asian studies programs in colleges, the development of a united Asian American community, and
improvement in the social status of women. They also wanted an end to racism, especially the
negative stereotyping of Asians in the media. In the following excerpt from a Gidra article, writer
Larry Kubota explains the meaning of Yellow Power. More of the article can be read on the placard.
Excerpt from “Yellow Power!” by Larry Kubota
Yellow Power must become a revolutionary force and align itself with the oppressed people of the
Third World. Only by changing society in total can Asians and other alienated people survive and
determine their own destinies.
However, there is one thing that must never be forgotten: Yellow Power must not be used to obtain
a larger piece of an “action” that is degrading and unhumanistic. In a land that preaches democracy
but practices oligarchy and where people are separated into favored “establishment” and culturally
deprived and alienated mass, fundamental changes in the social order are called for.
Yellow Power is a call for all Asian Americans to end the silence that has condemned us to suffer
in this racist society and to unite with our Black, Brown and Red brothers of the Third World for
survival, self-determination, and the creation of a more humanistic society.
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Disabled Americans
Step 1 Read about disabled Americans’ struggle for civil rights in Section 47.6
under the heading “Disabled Americans Demand Equal Access to Opportunities.”
Then complete the Reading Notes for this group.
Step 2 Read the captions below for the photographs on Placard 47E.
Step 3 Complete your Station Notes for this group by doing the following:
• Sketch at least one detail from the photographs that more fully explains what
changes disabled Americans were fighting for. Label the sketch using information from its caption. Draw a line connecting this sketch to your “Changes
Wanted” notes.
• Sketch at least one detail from another of the photographs that more fully
explains what actions disabled Americans used to achieve change. Label
the sketch using information from its caption. Draw a line connecting this
sketch to your “How Achieved” and/or your “Successes” notes.
When Ed Roberts began attending the University of California at Berkeley in 1963, the
headline in the Berkeley Gazette read, “Helpless Cripple Attends Classes at UC.” Roberts,
proving the headline dramatically untrue, paved the way for severely disabled students
to attend college. Later he cofounded the Center for Independent Living to help people
with disabilities live independently as fully participating members of society. By 1975,
Berkeley was seen as a worldwide model for the disability movement. Pictured are
Ed Roberts and Don Galloway, manager of blind services at UC Berkeley.
At an American Disabled for Accessible Public Transit protest in Detroit in 1986, at
least a dozen people, including this man, Jerry Eubanks, were arrested. Similar ADAPT
protests around the country resulted in the arrests of many others. One of ADAPT’s
founders, Wade Blank, described his feelings about such protests: “This is very
therapeutic, blocking buses. I mean, it’s like giving your finger to the white man . . .
Anger is the root of advocacy movements. Oppression breeds anger.”
In 1975, Congress passed the Education for All Handicapped Children Act. It said that
students must be in “the least restrictive environment possible.” Students, such as
this preschooler with Down syndrome, were mainstreamed into classrooms with nondisabled students whenever possible.
Before signing the ADA into law on July 26, 1990, President George Bush remarked,
“With today’s signing of the landmark Americans with Disabilities Act, every man,
woman and child with a disability can now pass through once-closed doors into a
bright new era of equality, independence, and freedom.”
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Gay Americans
Step 1 Read about gay men and lesbians’ struggle for civil rights in Section 47.6 under
the heading “Gay Americans Stand Up for Their Rights.” Then complete the Reading Notes
for this group.
Step 2 Read the excerpt below.
Step 3 Complete your Station Notes for this group by doing the following:
• Copy one sentence from “Learning from Harvey Milk” that more fully explains what
actions Milk believed gay Americans should use to achieve change. Draw a line
connecting this quotation to your “How Achieved” notes.
• Sketch and label one detail from the photograph of Harvey Milk and one detail from
the photograph of the vigil after Milk’s assassination that show more fully what actions
gay Americans used to achieve change. Draw a line connecting these sketches to your
“How Achieved” notes.
Harvey Milk was elected to San Francisco’s board of supervisors, which is similar to a city
council, in 1977. On November 28, 1978, Milk, along with San Francisco mayor Dan Moscone,
were assassinated by an antigay former supervisor. A vigil in honor of Milk assembled spontaneously the night of the assassination. The following spring, Dan White, the assassin, was given
a lenient sentence. A large and angry group of demonstrators marched to protest the verdict.
The excerpt below details Milk’s strategies for achieving change.
Excerpt from “Learning from Harvey Milk” by Jim Rivaldo
Harvey Milk spoke out forcefully on the need for lesbians and gay men to seize control of our
lives, to hold public office and to participate in the decisions that may affect us. He learned well
from the lessons of the civil rights and anti-war movements: When you’re right, keep pushing;
don’t be afraid to offend those more interested in decorum than in justice . . .
Harvey also had a parallel message for lesbians and gay men: While we cannot depend on our
friends to carry the struggle for us, we must never lose sight of the fact that the eventual success of
our struggle depends on our ability to make non-gay people see that our interests are their interests.
The greatest potential for achieving this is in the formation of a coalition between gay people and
the Blacks, Asians, Latinos and Filipinos who are engaged in their own struggles for an end to
discrimination. Harvey also saw activists in the feminist, labor, senior and disabled movements as
natural allies in the struggle for gay rights.
Harvey called for others to follow his example—to involve themselves as openly gay people in their
neighborhoods and communities . . . to come out, openly and proudly.
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Older Americans
Step 1 Read about older Americans’ struggle for civil rights in Section 47.6 under the heading
“Older Americans Promote Productive Aging.” Then complete the Reading Notes for this group.
Step 2 Read the excerpt below.
Step 3 Complete your Station Notes for this group by doing the following:
• Copy one sentence from Maggie Kuhn’s autobiography that more fully explains what changes older
Americans were fighting for. Draw a line connecting this quotation to your “Changes Wanted” notes.
• Sketch and label at least one detail from the photograph of the protest that more fully shows what
actions older Americans used to achieve change. Draw a line connecting this sketch to your “Changes
Wanted” and/or your “How Achieved” notes.
In 1970, Maggie Kuhn and a group of retired friends founded the Consultation of Older and
Younger Adults for Social Change to fight discrimination on the basis of age. The press nicknamed
this group the Gray Panthers, comparing its direct action and sometimes controversial style to
the Black Panthers. In this except from her 1991 autobiography, Kuhn describes what she believes
is the best way to achieve change and how the Gray Panthers fought for one such change.
Excerpt from No Stone Unturned: The Life and Times of Maggie Kuhn, by Maggie Kuhn
We didn’t limit our consciousness-raising to the old. Many of our new members were young or
middle-aged. The subject of age affects everyone. All of us are aging and most of us will be old
someday. It is such a simple concept, and yet it is something that so many people do not grasp
until they are old . . .
Go to the people at the top—that is my advice to anyone who wants to change the system, any
system. Don’t moan and groan with like-minded souls. Don’t write letters or place a few phone
calls and then sit back and wait. Leave safety behind. Put your body on the line. Stand before
the people you fear and speak your mind—even if your voice shakes. When you least expect it,
someone may actually listen to what you have to say. Well-aimed slingshots can topple giants . . .
Early on, the Gray Panthers believed the health system was in crisis—a crisis that affected all age
groups. Concern over the “bottom line” had replaced the Hippocratic oath . . .
At the 123rd Annual AMA [American Medical Association] Convention in Chicago in 1974, we
challenged the AMA with specific demands: mandatory geriatric courses in medical schools . . .
improved home care, cooperation in lifting Medicare restrictions, and help developing alternatives
to nursing homes. With nurses, medical students, . . . and some physicians from Kansas City . . .
on the front steps of the hotel, we engaged in guerilla theater, with some of us dressed up like doctors and nurses trying to resuscitate a comatose AMA . . . The team tried oxygen, mouth-to-mouth
resuscitation, and, finally, deep chest massage. Vital signs returned only after the teams removed
big wads of paper money from the chest cavity.
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A s s e s s m e n t
Mastering the Content
1. The excerpt below is from a 1923 Alabama law.
All railroads carrying passengers in
this state, other than street railroads,
shall provide equal but separate
accommodations for the white and
colored races, by providing two
or more passenger cars for each
passenger train, or by dividing the
passenger cars by partitions, so as to
secure separate accommodations.
What was this law written to enforce?
A. miscegenation
B. desegregation
C. de jure segregation
D. de facto segregation
2. The excerpt below is from an agreement made
among homeowners in the Washington Park
neighborhood of Chicago, Illinois, in 1927.
This Agreement entered into this 30th
day of September, 1927, by and between
the undersigned owners of land . . .
That no part of said premises shall
be sold, given, conveyed or leased to
any negro or negroes, and no permission or license to use or occupy any
part thereof shall be given to any
negro except house servants or janitors or chauffeurs employed thereon.
This agreement is an example of
A. affirmative action.
B. a class-action lawsuit.
C. reverse discrimination.
D. a restrictive covenant.
456 Unit 13 Assessment
3. All of the following tactics were used to
disenfranchise African American voters in
the first half of the 20th century except
A. filibustering.
B. the poll tax.
C. gerrymandering.
D. the white primary.
4. In 1948, President Harry Truman issued
Executive Order 9981. What did this order
call for?
A. desegregation of the armed forces
B. the end of the white primary
C. preferential treatment in hiring
D. the outlawing of racial zoning
5. What lawsuit was brought before the Supreme
Court to challenge the constitutionality of
school segregation laws?
A. Alexander v. Holmes County Board
of Education
B. Brown v. Board of Education
C. Regents of the University of California
v. Bakke
D. Swann v. Charlotte-Mecklenburg Board
of Education
6. Which of these tactics did Martin Luther
King Jr. and the Southern Christian Leadership
Conference use most effectively in their struggle to win equal rights for African Americans?
A. armed rebellion
B. affirmative action
C. nonviolent resistance
D. reverse discrimination
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7. The photograph below was taken during a civil
rights protest in Birmingham, Alabama, in 1963.
Voter Registration Rates in
Selected Southern States, 1965
Percentage of
Voting-Age Blacks
Registered to Vote
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Percentage of
Voting-Age Whites
Registered to Vote
Alabama
19.3%
69.2%
Georgia
27.4%
62.6%
Louisiana
31.6%
80.5%
6.7%
69.9%
North Carolina
46.8%
96.8%
South Carolina
37.3%
75.7%
Virginia
38.3%
61.1%
Mississippi
8. The landmark Civil Rights Act of 1964 outlawed
racial discrimination in all of the following
areas except
A. employment.
B. housing.
C. public accommodations.
D. public schools.
A s s e s s m e n t
9. Examine the table below.
State
What resulted from the events shown in the
photograph and the publicity they generated?
A. Civil rights activists in Birmingham began
to carry weapons.
B. Martin Luther King Jr. organized a bus
boycott in Birmingham.
C. City leaders agreed to desegregate public
facilities in Birmingham.
D. The Supreme Court ordered Birmingham
schools to be desegregated.
1 3
Which of these campaigns was aimed at registering African Americans in the state with the
lowest percentage of black voters?
A. Freedom Rides
B. Freedom Summer
C. March on Washington
D. Montgomery Bus Boycott
10. The statement below is from the Kerner
Commission Report, issued in 1968.
Social and economic conditions . . .
constituted a clear pattern of severe
disadvantage for Negroes compared
with whites.
What led to the formation of the Kerner
Commission?
A. the assassination of Martin Luther King Jr.
B. the call for black nationalism by the Nation
of Islam
C. the murder of three civil rights workers in
Mississippi
D. the spread of race riots from Watts to other
urban ghettos
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A s s e s s m e n t
11. Examine the circle graphs below.
Eligible Black Voters in Mississippi
How did the Voting Rights Act of 1965 help to
bring about the change shown in these graphs?
A. It declared African Americans to be citizens
with the right to vote.
B. It ordered National Guard troops to protect
black voters in the South.
C. It required federal supervision of voter
registration in parts of the South.
D. It made the denial of the right to vote for
failing to pay poll taxes unconstitutional.
13. Which of these groups sent observers into the
streets armed with law books and shotguns
to protect blacks from police mistreatment in
the 1960s?
A. Black Panthers
B. Nation of Islam
C. Congressional Black Caucus
D. Student Nonviolent Coordinating Committee
(SNCC)
14. In which of these areas did the Civil Rights Act
of 1968 ban discrimination?
A. employment
B. housing
C. public facilities
D. university admissions
15. Examine the circle graphs below.
Distribution of
College-Enrolled Students
12. Read the descriptions below.
Joined the Nation of Islam in 1952 to promote
black nationalism
Rejected nonviolence as a strategy to bring
about change
Converted to orthodox Islam in 1964 and
reached out to people of all races
Which person do these descriptions best fit?
A. Stokely Carmichael
B. James Meredith
C. Elijah Muhammad
D. Malcolm X
458 Unit 13 Assessment
Which of the following was most responsible
for the trend shown in these graphs?
A. affirmative action
B. black nationalism
C. civil disobedience
D. nonviolent resistance
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16. Examine the diagram below.
Submitted
to every
session of
Congress
since 1923.
Passed by
Congress
in 1972.
Failed to
be ratified
by the
states.
To which of these proposed constitutional
amendments does the diagram apply?
A. school prayer amendment
B. poll tax amendment
C. flag burning amendment
D. equal rights amendment
17. Which of these organizations was founded in the
1960s “to bring women into full participation in
the mainstream of American society”?
A. Women’s Army Corp
B. League of Women Voters
C. National Organization for Women
D. National American Woman Suffrage
Association
1 3
A s s e s s m e n t
19. Which of the following was responsible for
the occupation of Alcatraz Island, the Trail of
Broken Treaties, and the Longest Walk?
A. Gray Panthers
B. La Raza Unida
C. Red Power movement
D. Yellow Power movement
20. What was the main goal of the Japanese
American Citizens League in the late 1970s
and 1980s?
A. to develop Japanese American ethnic studies
programs
B. to encouraging voter registration among
Japanese Americans
C. to combat the myth of Japanese Americans
as the model minority
D. to obtain reparations for Japanese Americans
interned during World War II
18. Read the descriptions below.
Helped found the United Farm Workers
Organized a national boycott of grapes
Used hunger strikes to draw attention to
the plight of migrant workers
Which person do these descriptions best fit?
A. Cesar Chavez
B. Betty Friedan
C. Rodolfo Gonzales
D. Maggie Kuhn
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Exploring American Ideals: Essay Question
In Unit 13, you explored a number of events in the civil rights movement
from the 1940s through the 1970s. Now you will use what you learned to
write a short essay about one of those events.
A Key Event in the Civil Rights Movement
Examine the list below of significant events in the civil rights movement.
1948
President Truman issues Executive Order 9981
1954
Supreme Court decides Brown v. Board of Education
1955
Montgomery Bus Boycott begins
1963
March on Washington
1963
Publication of The Feminine Mystique
1964
Civil Rights Act of 1964 enacted
1965
Watts riot
1965
United Farm Workers begin grape boycott
1966
Black Panther Party issues 10-point platform
1969
Indians of All Tribes occupies Alcatraz Island
1969
Stonewall riots
1973
Supreme Court decides Roe v. Wade
1988
Reparations awarded to Japanese American internees
Choose one event from the list that you feel was particularly significant,
and discuss it in a short essay. Your essay should contain these elements:
• a thesis statement in which you identify the event you have chosen
and take a position on its significance
• a description of the event that includes details about what happened,
who was involved, where and when the event took place, and why
it occurred
• support for your thesis in which you discuss why the event was
significant, both for the people immediately involved and for the
nation as a whole
• a conclusion in which you restate your thesis and leave the reader
with something to think about
460 Unit 13 Assessment
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