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Luis Valdez's Los Vendidos
"Los Vendidos," which translates from the literal Spanish to "The Sold Ones" or a more appropriate translation of the title is "The Sell Outs." This is a satiric play written by Luis Valdez and performed by "El Teatro Campesino," which translates into "The Farmworkers’ Theater." El Teatro Campesino, founded by Luis Valdez in 1965, was a group of California farmworkers who put together "Actos," or "Skits." These "Actos" were made mainly to entertain "striking farmworkers, support them in their marches, and attract public attention to their strikes and organization" (http://www.pbs.org/chicano/bios/lvaldez.html). Though there is much comedy in the play, it brings about many important social issues that faced Mexicans and Mexican-Americans in the U.S. during the 1960’s. Even after almost three decades, these social issues are still apparent in Mexican-American society and others as well. While I was aware of such movements, such as the Black Panthers’ movement observed in African-American history, I was never aware of the hardships facing Latin@s, such as Chicanos, in the U.S. By analyzing "Los Vendidos" through class readings, class notes, notes from a speaker, and Internet resources, I can easily further my understanding of a society that was in need of equality.
In the first part of the video, our "Latin@s in the U.S.A." class was shown part of Chicano! The part of the video documentary that our class saw showed us a brief summary of what life was like for Mexicans in the 1960’s. The way Mexicans were treated by the U.S. government wasn’t fair. For instance this is seen, in Chicano!, when "journalist Ruben Salazar, who is the news director of KMEX and a columnist for the L.A. Times,...
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...em did not want to go.
After watching "Los Vendidos," and after laughing a little or a lot, all the underlying messages, or most of them, are jumping straight out of the film. The more the film is watched, the more the underlying messages you’ll find dwelling in this bed of knowledge and hidden beneath the sheets of comedy and sarcasm. At the end, we find out that Honest Sancho was the real robot and that all the people he was trying to sell were just acting. Each member in the lot feels for Eric, whose real name is Kiki, because he really did not want to leave with the secretary, Miss Jimenez. Though it seemed throughout the play that Chicanos did not know what to do, the last segment of the play clarifies all. By taking out a map, the Chicanos continue to work systematically figuring out how to disperse as many Chicanos to as many communities as possible.
In chapter five of ¡Que Vivan Los Tamales!, the author Jeffrey M. Pilcher discusses how women wanted a mechanical mill for making and producing tortillas that were not so difficult to operate. In this chapter, there was a man named Luis de la Rosa who broke down how hard it was to operate tortilla machines. Many Mexican engineers began inventing corn mills and tortilla machines. Julian Gonzalez designed the first mechanical tortilla maker. Don Luis Romero Soto designed an improved model in 1899 and he created the first tortilla factory. This reminds me of my local tortilla shop in Baldwin Park named Ramirez Meat Market. I always see several women operating the machine and rolling the tortilla off the conveyor belt really fast. I also wondered
At the end of article they describe the pain Joaquín Murieta endured for being a honest and innocent man: “His soul swelled beyond its former boundaries, and the barriers of honor, rocked into atoms by the strong passion which shook his heart like an earthquake, crumbled and fell” (1). At the current time it didn 't matter if you were honest or not with law. If you weren 't white in 1850, you were considered an outsider. Since Joaquín Murieta was Mexican, he was not persecuted because of his transgression but because he was Mexican. The writer wanted to give you an idea of what it felt to be a Mexican and the mistreatment they got from the white
Their style and actions were deemed inappropriate because it did not adhere to the school standard of conduct. Thus, they were left on their own, without support or comprehension from the school staff. Because of this belief held by the school personnel, las chicas would be placed on a vocational tracking system. Once placed on this track, las chicas were essentially denied any chance of escaping their current socio-economic class. Las chicas and other hard-living girls were often told that college courses would be too difficult for them. Many of las chicas actually had high grades in their classes, but the grades didn’t matter because the courses they took wouldn’t qualify them for a four-year college. For many, the prospect of college dwindled, and with it, any hope for escaping their class in the future. They would head either to community college or straight to work in low-wage jobs. They were systematically excluded from any chance of improving their
In Pocho, Rubio could not identify with any group because he didn’t want to be categorized. In fact, Rubio didn’t have a hard time fitting in with the Pachucos or queers. Although, Rubio seemed understanding about other peoples chooses he ultimately decided to identify as American. This was seen when Rubio joined the Army, as a means to escape his reality. Another theme presented was in regards to fighting social inequalities. This ultimately led to Chicano protest, which became essential to the Civil Rights Movements. The strong will of these Chicano/a activists were similar to Rodolfo “Corky” Gonzalez and his “Crusade for Justice”. The film “Quest for Homeland” acknowledged Gonzalez as an important figure for the Chicano Movement because he inspired people to demand for equality. Even though the Chicano Movement had a tragic ending with the death of Ruben Salazar, Chicanos made their voices heard. Similarly, the Chicano walkouts were the beginning of “consciousness”. For instance Castro mentions, “Chicano’s have long been sleeping giants” he continues by stating looks like we woke up”. This shows that students living in these areas were oblivious to their ability of obtaining a higher
The La Raza Unida Party began in the 1960’s as a social movement in the small South Texas town of Crystal City. Although Mexican Americans made up the majority of the population at 85% they had very little clout within the political landscape, which was dominated by Anglos. The Mexican Americans experienced no political representation and many were denied the right to vote because they didn’t speak or read English and many could not afford the poll taxes. The discrimination experienced by the Mexican Americans in this small town was comparable to the discrimination of African Americans in the Deep South, yet the brave Mexican’s in Crystal City, Texas chose to band together to generate change, awareness, and hope in creating new perspectives with respect to politics.
Rosales, F. Arturo. Lecture 2/14 Film The US-Mexican War Prelude. Weber, David J. - "The 'Path of the World'" Foreigners in Their Native Land: The Historical Roots of Mexican Americans.
His presence in this scene is pivotal for educating the audience about the prejudice and misrepresentation of Mexican-Americans in court at the time.... ... middle of paper ... ... Without El Pachuco’s presence in these scenes, the clarity of the issues would not have been put at the forefront of the play.
In the beginning of the movie the students have a day camp where the main teacher and supporter, Mr. Sal Castro motivates them to raise the Mexican American graduate rate. He reads the poem “I am Joaquin”, a poem that reflects the hardship that Mexican Americans and Chicanos have lived throughout the years. This poem was a very important part of the Chicano movement. It is a very strong and empowering poem and makes you proud to be Mexican American. Also another scene that truly shows Chicano power is in the third walkout. The students walk out of the school, but are blocked by policemen and are not allowed pass them. However, you then see the student’s family, mothers, fathers, siblings, grandparents. All united together holding the Mexican flag as well as the American flag. This is a very touching scene that I believe shows the unity of Mexican Americans, and how there is a lot of pride in being Mexican
Imagine seeing 10,000 of your classmates walking out of your school because they wanted a better education - a better way of life. In the 1960s’ Chicano students were being “pushed out”(Esparza) of school or being pushed towards vocational programs. East L.A was home to schools were “one out of every four Chicano’s completed high school”(Esparza). Instructors and the school board alike did not have an interest in helping Chicanos finish school to become someone other than a laborer and was expected of them to keep being a laborer. In “Taking Back the Schools”, Sal Castro a high school counselor claims, “I think the bottom line is the lack of concern of the teachers towards the kids and whether the kids were really getting an education or not...the reality set in that the teachers weren’t really concern for the kids.”(Esparza).
The Chicano Movement, like many other civil rights movements, gained motivation from the everyday struggles that the people had to endure in the United States due to society. Mexican-Americans, like many other ethnicities, were viewed as an inferior group compared to white Americans. Mexican-Americans sought to make a change with the Chicano Movement and “the energy generated by the movement focused national attention on the needs of Mexican-Americans” (Bloom 65). The Mexican-American Movement had four main issues that it aimed to resolve and they ranged from “restoration of la...
Cavin, Aaron. "Blowout! Sal Castro & The Chicano Struggle For Educational Justice."Journal Of American Ethnic History 34.2 (2015): 127-128. America: History & Life. Web. 12 Sept. 2016.
Many of the statements and visuals portrayed are those that negatively illustrate how Mexicans and ...
During the 1930s, Chicano parents, who suffered from Mexican revolution and hard labor, had hope for their America-born children to get the best education possible only to be obstructed by anti-Mexican Anglos that wanted a separate school for children of indigenous background. This issue was addressed in southern California within the Lemon Grove community. The Lemon Grove School District’s reason was that almost half of the students enrolled were Mexican descendant became a threat and claims that Chicano students were handicaps for Anglo students. A secretary of the Lemon Grove parent teacher association, Ms. Mandy claimed, “Overcrowding in the present classrooms, Mexican children are deficient in knowledge of the English Language, causing their classmates to learn at a much slower rate and a separate school would improve morals” (Espinosa)...
...against them and it seems that the Hispanics are taking over white Anglo-American society according to racists. Two of the movies presented in class which had Latin American theme were «Spanglish» and “A better life”. Though “Spanglish” was not about racism instead it was about letting go of fear, cultural differences and language, next to “A better life” which had couple scenes of prejudices and stereotypes. For example when the police officer was sure the young boy had tattoos that indicated him being a part of a street gang, and wanted him to take off his shirt for evidence.
Every civilization in history has had rules, and citizens who break them. To this day governments struggle to figure out the best way to deal with their criminals in ways that help both society and those that commit the crimes. Imprisonment has historically been the popular solution. However, there are many instances in which people are sent to prison that would be better served for community service, rehab, or some other form of punishment. Prison affects more than just the prisoner; the families, friends, employers, and communities of the incarcerated also pay a price. Prison as a punishment has its pros and cons; although it may be necessary for some, it can be harmful for those who would be better suited for alternative means of punishment.