How did other groups build on the civil rights movement to expand their own rights?
Analyze the rights movements that followed the African American civil rights movement, including the women's movement, the Latino and Chicano movement led by figures such as Cesar Chavez, and the American Indian movement (TEKS US History RC2 Geography and Culture; RC3 Government and Citizenship).
A STAAR-level answer on the expanding rights movements for the Texas US History EOC: the women's movement and figures such as Betty Friedan, the Latino and Chicano movement led by Cesar Chavez and the United Farm Workers, and the American Indian movement, with worked stimulus questions.
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What this topic is asking
The African American civil rights movement inspired other groups to demand equality. The TEKS want you to explain the rights movements that followed: the women's movement, the Latino and Chicano movement (led by figures such as Cesar Chavez), and the American Indian movement. This topic spans Reporting Category 3 (Government and Citizenship) and Category 2 (Geography and Culture).
A model for other movements
The women's movement
The women's movement of the 1960s and 1970s sought full equality for women.
Activists such as Betty Friedan and organizations like the National Organization for Women (NOW) pressed these goals, and reformers championed an Equal Rights Amendment (which fell short of ratification). The movement built on the earlier fight for women's suffrage (see the women's suffrage movement).
The Latino and Chicano movement
The Latino and Chicano movement organized Mexican Americans and other Latinos for civil rights, fair treatment, and cultural pride.
The American Indian movement
Native Americans organized to defend their rights and identity. The American Indian movement demanded the protection of treaty rights and tribal sovereignty, better conditions, and an end to discrimination, sometimes through high-profile protests. It sought to reverse a long history of broken treaties and forced assimilation.
The shared legacy
These movements together expanded the meaning of civil rights in America to include women, Latinos, American Indians, and others. They show the STAAR theme that the struggle for equality and citizenship is ongoing and that the methods of one movement can empower many (a theme that continues into the contemporary United States).
Try this
Q1. Identify one goal of the women's movement of the 1960s and 1970s. [1]
- Cue. Any one of: equal pay; equal employment and educational opportunity; an end to gender discrimination; greater legal and political equality for women.
Q2. Explain how the later rights movements built on the African American civil rights movement. [2]
- Cue. Women, Latinos, and American Indians adopted its strategies and language (nonviolent protest, organizing, legal challenges, appeals to equality) to demand their own rights, broadening the struggle for equality.
Exam-style practice questions
Practice questions written in the style of TEA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
STAAR (US History, style)1 marksCesar Chavez and the United Farm Workers are best known for using boycotts and nonviolent protest toShow worked answer →
A single-select item (Reporting Category 3, Government and Citizenship; Category 2, Culture).
Correct answer: improve wages and working conditions for migrant farm workers, many of them Mexican American.
Markers reward connecting Chavez and the United Farm Workers to the rights and conditions of (largely Latino) farm laborers, using tactics borrowed from the civil rights movement. Distractors about ending school segregation or winning women's suffrage assign the wrong movement.
STAAR (US History, style)2 marksPart A: Identify ONE goal of the women's movement of the 1960s and 1970s. Part B: Explain how the rights movements of this era built on the African American civil rights movement.Show worked answer →
A two-part evidence-based item (Reporting Category 3, Government and Citizenship).
Part A (1 point): a goal such as equal pay, equal employment and educational opportunity, an end to gender discrimination, or greater legal and political equality for women.
Part B (1 point): explain that women, Latinos, and American Indians adopted the strategies and language of the African American civil rights movement (nonviolent protest, organizing, legal challenges, and appeals to equality) to demand their own rights, broadening the struggle for equality.
Markers reward a real goal of the women's movement and a clear explanation that later movements modeled themselves on the African American civil rights movement.
Related dot points
- Analyze the African American civil rights movement, including Brown v. Board of Education, the Montgomery Bus Boycott, nonviolent protest, and leaders such as Martin Luther King Jr. and Thurgood Marshall (TEKS US History RC3 Government and Citizenship; RC1 History).
A STAAR-level answer on the civil rights movement for the Texas US History EOC: the end of legal segregation through Brown v. Board of Education, the Montgomery Bus Boycott, nonviolent protest and civil disobedience, the March on Washington, and leaders such as Martin Luther King Jr. and Thurgood Marshall, with worked stimulus questions.
- Analyze the major civil rights legislation, including the Civil Rights Act of 1964 and the Voting Rights Act of 1965, and the Twenty-fourth Amendment, and the federal government's role in protecting rights (TEKS US History RC3 Government and Citizenship; RC1 History).
A STAAR-level answer on civil rights legislation for the Texas US History EOC: the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Twenty-fourth Amendment, the role of President Johnson and the Great Society, and the expansion of federal protection of rights, with worked stimulus questions.
- Analyze the woman suffrage movement, the leadership of Susan B. Anthony and Carrie Chapman Catt, the strategies used, and the ratification of the Nineteenth Amendment (TEKS US History RC3 Government and Citizenship; RC1 History).
A STAAR-level answer on the woman suffrage movement for the Texas US History EOC: its nineteenth-century roots, the leadership of Susan B. Anthony and Carrie Chapman Catt, the strategies of the movement, and the ratification of the Nineteenth Amendment in 1920, with worked stimulus questions.
- Analyze the origins of the Cold War, the rivalry between the United States and the Soviet Union, and the policy of containment, including the Truman Doctrine, the Marshall Plan, and NATO (TEKS US History RC1 History; RC3 Government and Citizenship).
A STAAR-level answer on the origins of the Cold War for the Texas US History EOC: the rivalry between the United States and the Soviet Union, the iron curtain, and the policy of containment through the Truman Doctrine, the Marshall Plan, and NATO, with worked stimulus questions.
- Analyze the demographic, political, and social changes of the contemporary United States, including immigration and the growth of the Sunbelt, the continuing expansion of rights, and ongoing political debates (TEKS US History RC2 Geography and Culture; RC3 Government and Citizenship).
A STAAR-level answer on the contemporary United States for the Texas US History EOC: recent immigration and demographic change, the growth of the Sunbelt, the continuing expansion of rights and civic participation, and the major political debates that shape the nation today, with worked stimulus questions.
Sources & how we know this
- Texas Essential Knowledge and Skills for Social Studies, United States History Studies Since 1877 (19 TAC 113.41) — Texas Education Agency (2018)
- STAAR US History Blueprint Effective as of Academic Year 2022 to 2023 — Texas Education Agency (2022)