Eric's emotional outburst in class

Development, Individual Differences, and Classroom
Eric's Last Stand
Linda K. Elksnin, Linda Hardin, and Susan P. Gurganus
The call came over the loud speaker for me to go immediately to
Mrs. Lang's
trailer. I could tell by the sound of the secretary's voice that
something was terribly
wrong. I dismissed my older resource students and asked my
teaching assistant to
watch my two remaining students, who were from Mrs. Lang's
second grade class. The
look in these students' eyes told me they were frightened
because they knew something
was happening in their classroom.
I ran over to Mrs. Lang's trailer and saw her standing outside
with her students.
I could see our assistant principal Mrs. Lunsford, standing in
the doorway of the trailer.
When she looked at me, her eyes warned me to proceed with
caution. I could hear the

banging sound of desks hitting desks and the wailing of an upset
little boy. When I
reached the trailer, Mrs. Lunsford moved and allowed me to
peek inside.
There he was, just a mite of a boy. Tears were streaming down
his face like rain
running down a window pane. I saw him kick a stuffed animal
across the room like it was
a kickball. He clenched his little fists by the sides of his head
and brought them down in a
quick jerk to his hips. He crossed his arms and pushed against
his stomach as a loud
groan filled the disarrayed classroom. He remained in that
position for a few seconds and
then very slowly and quietly raised his head. He seemed to be in
a state of utter
exhaustion. He just stood there, as if suspended in time.
I walked very slowly toward him and softly called his name.
"Eric," I said, "let me
sit on the rug and talk to you." He backed away from me like a
suspicious animal. I
thought for a moment and slowly got down on my knees. We
were eye-to-eye. I could

feel that he was uncomfortable with that so I scrunched up my
body a little bit and made
myself shorter than Eric. I wasn't sure if he was going to lose it
again and start whirling
chairs around. I did know that I couldn't get up as fast as I used
to and that maybe I had
not made such a wise choice of seating positions. However, Eric
began to show signs of
feeling more at ease and so did I. My knees were starting to
burn like fire so I sat down
and stretched out my legs. Eric was still standing. I looked at
him and very calmly said,
"Eric, please bring me the stuffed bear that looks so lonely just
sitting by himself. (This
bear was the stuffed animal that Eric had kicked across the
room.) He brought the bear to
me. I examined it and asked Eric, "Do you see any places where
he might be hurt?" Eric
reached, for the bear, looked it over, and said, "I think he has a
headache because he hit
his head on the wall."
Mrs. Lunsford entered the classroom and told Eric that his
mother was here to

pick him up. Eric threw down the stuffed bear and ran out the
door to find his mother. We
followed and watched as a stout woman bent down and picked
the little boy up. A big
smile came over Eric's face.
"Mrs. Lunsford, I want to apologize for my son's behavior. May
I meet with you
and Mrs. Lang this afternoon around 3:30? My mother will be
home and she can take
care of Eric." After agreeing to meet with Mrs. Glover, Mrs.
Lunsford thanked me for my
help.
The next morning Mrs. Lang came to my classroom and asked if
she could talk
with me about Eric during her planning period. When we met at
two o'clock, Mrs. Lang
confessed, "I've never had an episode like that happen in my
classroom! The only thing I
could think to do was to get the other students outside so that
nobody would get hurt. I
need to talk to you about Eric and his disruptive behavior. Mrs.
Lunsford wanted to

come, but she has an administrator's meeting."
Mrs. Lang began by giving me a little background information
about Eric. He was
seven years old and small for his age. Sometimes the other
children in the class teased
him about his small stature, but Eric usually just ignored it or
laughed about it. His school
attendance had been very good and he missed only two days as a
first grader. Mrs. Lang
had checked his health card and noted that he had passed his
hearing and vision
screenings. Eric's mother said he had asthma, but he had not had
an attack in the two
years he had attended our school.
Mrs. Lang continued by telling me that Mrs. Glover worked at a
downtown
hospital as a secretary. Eric's father, who was a skilled
carpenter, had been unemployed
for quite some time. Eric was an only child and he and his
parents lived in a small
subdivision that was home to people with low-medium incomes.
After Mrs. Lang finished, I asked her to tell me about Eric's
behavior in class.

"Before I answer your question, I should tell you what Mrs.
Glover shared with me and
Mrs. Lunsford yesterday. I think it might shed some light on the
situation. You have to
promise that you won't say anything to anybody about this. It is
very confidential," said
Mrs. Lang.
"Are you sure you are at liberty to tell me?" I asked. I was,
thinking that
perhaps the information should not be shared without Mrs.
Glover's permission or
without Mrs. Lunsford being at the meeting.
Mrs. Lang assured me that Mrs. Lunsford had requested that the
information be
shared with me because they both felt that Eric might have
psychological problems. "We
have already talked to the counselor and she will be talking to
Eric soon," Mrs. said.
She proceeded to tell me a story that would tug at my
heartstrings. Mrs. Glover
told Mrs. Lang and Mrs. Lunsford that her husband was an
alcoholic and had been for

several years. When they first were married, she had no idea
that Mr. Glover had a
drinking problem. They had met at church and dated only a
short time before marrying.
She knew that he liked to go out with the boys once a week and
really didn't mind until
he started coming home drunk. She said he started drinking
every night and on the job.
He was warned several times by his boss that if he did not stop
drinking, he would be
fired. Mr. Glover continued to drink on the job, and eventually
was fired.
Several months before he lost his job, Mr. Glover's behavior
began to change. He
would get angry easily and curse at his wife and son for no
apparent reason. One day he
hit his wife. His violent episodes increased and Eric would lock
himself in the bathroom
so that he would feel safe. Last summer Mr. Glover arrived
home drunk and proceeded to
beat Mrs. Glover in front of Eric. Eric was so afraid his daddy
was going to kill his mama
that he ran to another room and dialed 911. Within minutes, the
police arrived and

arrested Mr. Glover. Eric was afraid his daddy would be mad at
him, but he was still glad
he had saved his mama.
Because Mr. Glover had no prior record, he was sentenced to
probation only. He
promised his wife he would stop drinking and that he would
never lay a hand on her
again. To Eric's dismay, Mrs. Glover agreed to take him back.
Eric's behavior at home began to change. He would sometimes
get mad at his
daddy and throw things at him. He refused to do his homework
and would occasionally
tear up homework he had completed. Several times he locked
himself in the bathroom,
where he would fall asleep in the tub with his pillow and
blanket.
I was so involved in Mrs. Lang's story I lost track of time.
"You're really worried
about your day with Eric tomorrow aren't you?" I asked. Mrs.
Lang told me she was
really scared she would do the wrong thing and that Eric would
get violently upset again.

When I asked her what happened before Eric's outburst, she said
students were correcting
a worksheet that required them to identify the main idea and
some details of a story. She
had been working on this for some time, but I thought to myself
that this might be
difficult for some second graders.
Eric could state the main idea of the story, but had a hard time
listing relevant
details. When his paper was returned for him to make
corrections, he threw it on the
floor. When Mrs. Lang told Eric he would have detention unless
he tried to correct his
paper, he kicked his desk into another student's desk and
knocked it over. Eric totally lost
control when, in a loud voice, Mrs. Lang ordered him to pick
the desk up.
Mrs. Lang told me that Eric had difficulty completing his
classwork and often had
to stay in from recess to finish it. If the work was still not
completed, it was assigned as
homework. She reassured me that Eric was capable of finishing
his work, but that he just
wasn't motivated.

Often, Mrs. Lang would assign her second graders to
cooperative learning groups
to work on reading, social studies, and science projects. Eric
was uncooperative and
complained that group members didn't want him in their group.
Mrs. Lang removed him
from the group, but Eric would refuse to work independently.
On four of these occasions,
Eric was sent to Mrs. Lunsford for disciplinary action.
The next day Mr. Shapiro, the principal, burst into my room
yelling that he
wanted "that Glover kid" tested for emotional disabilities as
soon as possible. He said that
Eric had tried to stab another student on the bus with a pencil
and that he was out of
control. Eric was in the office waiting for his mother to pick
him up. Mr. Shapiro wanted
me to calm Eric down and to have evaluation permission forms
ready for Mrs. Glover's
signature.
When I arrived at the office, Eric was crying uncontrollably and
trying to pull

away from Mrs. Lunsford. When he saw me, he cried, "Ms.
Garver, help me!" My eyes
filled with tears and I had to turn away for a few seconds. I
regained my composure and
told Mrs. Lunsford that I would take care of Eric. The look in
her eyes told me that she
was very thankful.
I took Eric by the hand and led him into the clinic. I patted my
lap and motioned
for him to sit on it. He jumped up and put his arms around me
and sobbed. I didn't say a
thing; I just started rocking back and forth. He stuck his thumb
in his mouth and started
sucking on it. His eyelids got heavy and before I knew it he had
gone to sleep. I just kept
rocking. The secretary came in and said that Eric's mother was
on her way. I asked her to
please give the referral papers to the principal so that he could
talk to Mrs. Glover about
evaluating Eric.
I was still rocking Eric when his mother arrived. Mrs. Glover
saw us in the clinic
and I could see that she was upset. Before she approached me,

Mr. Shapiro spotted her
and asked her to come into his office. My back was beginning to
hurt and my arms were
getting numb from holding Eric. I was afraid to wake him up
until his mother was
finished talking to Mr. Shapiro. After what seemed an eternity,
the principal and Mrs.
Glover walked into the clinic. His mother did not wake Eric;
she simply took him in her
arms and walked out the door.
When Mrs. Glover was out of sight, Mr. Shapiro told me that he
had suspended
Eric for three days. Mrs. Glover had given her signed
permission for us to evaluate Eric
for possible special education placement as a child with
behavior disorders. Mr. Shapiro
made it clear that Eric's evaluation was a priority. I was to
begin assessing his academic
achievement as soon as he returned to school on Wednesday.
The school psychologist
was notified that Eric would be tested before any other student
was evaluated.

Eric was absent the day he was scheduled to be evaluated by the
school
psychologist. I called Mrs. Glover at work, but she had not gone
in that day. There was
no answer at home either. Around noon, Mrs. Glover came to
school to talk to the
counselor. There had been more trouble at home. Eric found a
gun in his father's coat
pocket and he asked him about it. His daddy told him that he
was a policeman now and
that he had to carry a gun. Eric thought his daddy was lying so
he called 911 and told the
dispatcher that his daddy had tried to shoot him. When the
police arrived, Eric met them
at the door. When he was confronted by the police, Mr. Glover
denied that he tried to
shoot his son. Eric finally told the police that his daddy didn't
really try to shoot him, but
that his daddy carried a gun in his coat pocket. The police found
the gun in one pocket
and some cocaine in the other. Eric's father was handcuffed and
hauled off to jail.
The following day Eric was back at school. Before the bell rang
for school to

begin, he ran around the playground telling nearly all of his
classmates what had
happened. By the time the bell rang, Eric was a hero. The
students were all excited as
they entered the classroom and Mrs. Lang had a difficult time
getting them to settle
down. Eric really seemed to enjoy the sensation he had created.
During the morning, Eric
tried hard in his reading group and worked independently on his
folder assignments.
When the class lined up for lunch, Eric started crying. He then
started screaming
and threw his lunch card on the floor. He stomped on it several
times and then yelled, "I
hate this damn school!" Mrs. Lang sent a student to get me. As I
approached her
classroom, I saw Eric jump the steps outside her classroom and
hit the ground running. I
hiked up my straight blue jeans skirt and took off after him. He
ran into the building and
down the fifth grade hall. I was several feet behind him and was
running out of breath;
my sides ached. Eric took a turn toward the cafeteria. There was

a big crowd of students
and he had to slow his pace. I finally caught him! Eric laughed
hysterically as I escorted
him back to class.
Mr. Shapiro had observed the chase and asked to see me in his
office. As soon as
I arrived he yelled that he wanted something done with this kid
and he wanted it done
fast. When he asked me why Eric hadn't been placed in a
behavior disorders classroom; I
explained he hadn't even been evaluated yet. Red-faced, Mr.
Shapiro asked his secretary
to get Mrs. Glover on the line. While he waited, he yelled at me
to get Eric's lunch and
bring it to the office. He continued to mutter that he would take
care of Eric. I felt that
Mr. Shapiro was insinuating that no one else had the capability
to solve the problem. I bit
my tongue and wondered what would happen next.
Questions:
1. Identify the responses from all adults to Eric’s behavior.
What are the different

ideas for handling Eric and how does Eric respond to them?
2. Discuss this case from Eric’s point of view. How is it
different from the original
case? Why is it different?
3. Identify antecedents, behaviors, and consequences for Eric’s
outbursts. What
crisis management techniques could both the classroom teacher
and Mrs. Garver
use?
4. Recommend a behavior management program for Eric
involving home and
school. Note what legal rights and responsibilities need to be
observed.
5. Identify the needs behind Eric’s behavior. Determine how the
teachers could help
Eric meet his needs in a positive manner.
6. Identify how the home information affects the school
situation. Determine
alternative ways the school can use this information to help Eric
and his Mom.

7. Was Mrs. Lang acting ethically in discussing Mrs.Glover’s
information with Ms.
Garver? Why or why not? Who else needed to know that
information? Who does
not need to know that information?
8. Mr. Shapiro and Ms. Garver evidently do not agree on how to
handle Eric when
he misbehaves. How does Ms. Garver feel Eric and his behavior
should be
managed? Mr. Shapiro? What would be best for Eric? Are they
both working
toward this?
January 4, 2018
This will provide an overview and survey of Chicano Latinx
history
beginning with pre-Columbian origins, with emphasis on
the
period since 1848 in the United States Southwest to the present.
Students will survey the social, political, economic, and
cultural
history of the Mexican American and Latino/a experience within
the context of U.S. history. Students will also critically analyze
the
roles and contributions that Mexican Americans and
Latina/os
have played in the development of the United States with
comparisons to other groups.

Students will be able to:
•Actively engage in the complex multicultural pasts by
integrating
historical understanding within historical thinking skills
•Assess the history and culture of people of Mexican and
Latin
American origins in the United States, specifically within the
region of the Southwest.
�1
Course Description
Student
Learning
Objectives
ICS32: Chicanx and Latinx History
Course Information: CRN 35058, Section 2
Meetings: Monday 6:30pm-10:20pm, Location: MLC113
Chicanx Latinx Studies Department, De Anza College, Winter
2018
Instructor: Juan A. Gamboa Jr.
Contact: [email protected] (408)-864-8973
Office: Multicultural Center (MCC) 14B
Office Hours: Mon /Wed 1:30-2:30pm and Tu/Th Morning by
Appt

mailto:[email protected]
January 4, 2018
1.James Diego Vigil. From
Indians to Chicanos, 3rd
Edition. Waveland Press,
Inc, 2012.
2. Elizabeth “Betita”
Martinez. 500 Years
of Chicana Women’s
History. 5th Printing,
Rutgers University
Press, 2010.
3.Ilan Stavans and Lalo
Alcaraz. Latino U.S.A. A
C a r t o o n H i s t o r y, 1 5 t h
Anniversary Edition. Basic
Books Press, 2012.
Assignment Points (Mas o menos)
• PTEAAA 25 Total /5 Each
• Midterm Essay 15
• Historical Artifact 10
• Participation 20
• Final Exam Essay&Project 30
100 Total
�2
Textbooks

Grade Criteria
and Assessments
January 4, 2018
93-100=A, 90-92=A-, 86-89=B+, 83-85=B, 80-82=B-, 76-
79=C+,
70-75=C, 0-69=no pass
You are expected to complete assigned readings and engage in
class
discussion. In order to guide your understanding of the
readings
for deeper comprehension and richer class discussion, you
will
complete PTEAAA Reading Reflections. You will complete
the worksheet (available on Canvas) based on ONE of the
assigned readings for the week. Due at the beginning of
class
and must be uploaded to Canvas by start of class.
During the quarter you will be submitting a critical
thinking
essay (minimum 3 pages). This essays must reflect
assigned
readings, notes from lecture, class discussion, guest speakers
and/or
films in class. These are more than just summaries, and require
you
to demonstrate thoughtful reflection and critical assessment of
the
literature as it relates to your experiences. An “Grading Sheet”

must be attached which provides central questions and a
detailed list of criteria that will be emailed.
This assignment is an opportunity for you to do some research
or
share a part of your own family history. There are TWO PARTS
to this assignment. FIRST is to bring something to class such
as a photo, a song, musical instr ument, sculpture, ima ge,
newspaper clipping, magazine, an object or even a print-out of a
website that reflects Chicanx Latinx history. SECOND, you will
attach a short paper about what you chose to bring in, how and
where you came across it and what you find interesting about it.
More details coming.
You will be expected to ACTIVELY participate in class
discussions and activities. We learn from each other as well as
from
the instructor. You will also be expected to take notes, engage
in
class discussion, activities, writing exercises and journals.
Your
presence and participation in class is directly correlated to
your
participation grade. It is VERY important for you to show up on
time and be engaged.
�3
Grading Scale
PTEAAA
Midterm Essay
Historical Artifact

Participation
January 4, 2018
Office Hour Meeting (5 points) with Instructor or Mentors
Visit 1 Due Date by Week 4, Monday, 1/29
Visit 2 Due Date by Week 8, Monday, 2/26
Meeting with me or your peer mentor for a one-on-one meeting
is
an important part of helping you to achieve your best in
this
course. You should see this as an opportunity to check in on
your
performance, clarify any questions you may have on
assignments,
readings or class. Your Peer Mentor will host office hours
meetings
where she/he can provide you with feedback on your writing
and
clear up any questions you may have from lecture week to week.
When you meet with him/her/they, he/she/they can help you
assess
your reading, writing and study skills and point you to
other
campus resources, enabling you to do your very best in this
course.
The Final Exam consists of a two parts. FIRST, you will be
submitting a critical thinking essay (minimum 3 pages) that
must reflect assigned readings, notes from lecture, class
discussion,

guest speakers and/or films in class as you did for the mid-
term.An
“Grading Sheet” must be attached which provides central
questions and a detailed list of criteria that will be
emailed.
SECOND, you will choose your team (up to 3 people
max) to
make a creative histor y posterboard that reflect ONE
significant event in Chicanx Latinx history, more details
coming soon. You will be required to give a presentation
on
the day of the final exam:
Communicate with me. If you have any questions or concerns
about this class, please let me know. This is particularly
important
if you experience a family or medical emergency that
interferes
with your performance in the course.
Cell Phones/Laptops: I ask that you respect the learning
experience of others: L a p to p s , ce l l p h o n e s a n d o
t h e r
electronic devices MUST BE TURNED OFF and stowed
away for the duration of our meeting. Do not study for
another class, read the newspaper, take a nap, play games on
your
phone or laptop, or send text messages during class time. You
will
be asked to put away distractive devices the first time. Repeated
offense will result negatively on your participation and
points will be deducted.
�4
Peer Mentors and

Office Hour
Meetings
Final Exam and
Creative Project
Course Policies
January 4, 2018
Late Policy: All assignments must be submitted during class and
on Canvas on the due date unless stated in class. Every
class
meeting the assignment is late, I will reduce your grade by
5% for up to 2 weeks. Any assignment submitted after
two
weeks can only earn a maximum of 50% of the assignment
points.
This expectation also applies to students who are absent.
For
classroom presentation, there are no makeups.
Policy on Academic Honor Code: Academic dishonesty will
not be tolerated. Examples of such dishonesty include cheating
on
exams, plagiarizing on writing assignments, or violating
other
codes of academic integrity.
Men of Color Program (MC2) provides a space and
resources where men of color can succeed in college and
beyond. They provide counseling/advising, mentorship,
transfer assistance, scholarships, workshops, transfer

assistance and field trips. Located in Seminar 3.
The Writing and Reading Center (WRC), is a place
where any enrolled student with a DASB card can come to
work with a tutor in writing or reading coursework. The lab
is wheelchair accessible and is located in AT 309. For more
information visit https://www.deanza.edu/studentsuccess/wrc/
HEFAS Provides resources such as printing ser vices,
textbook/calculator rentals, testing material, access to
counselors, computers, scholarships and a safe space with an
emphasis on AB-540 and Undocumented Students. Located
in the Lower Level of the Campus Center. For more
information, visit https://www.deanza.edu/vida/hefas.html
EOPS/CARE provides eligible students with support
ser vices such as early registration, personal/academic
counseling, transfer assistance and may include grants and
books. Located in the Lower Level of the Campus Center.
Math, Sciences and Technology Resource Center in S43
Academic Skills Center in AT 302
General Subject Tutoring in AT 305
De Anza College views disability as an important aspect of
diversity, and is committed to providing equitable access to
learning opportunities for all students. Disability Support
Services (DSS) is the campus office that collaborates with
�5
Course Policies
Late Policy
Student Support

Programs and
Services
https://www.deanza.edu/studentsuccess/wrc/
https://www.deanza.edu/vida/hefas.html
January 4, 2018
students who have disabilities to provide and/or arrange
reasonable accommodations
• If you have, or think you have, a disability in any area such
as, mental health, attention, learning, chronic health,
sensory, or physical, please contact DSS to arrange a
confidential discussion regarding equitable access and
reasonable accommodations.
• If you are registered with DSS and have accommodations
set by a DSS counselor, please be sure that your instructor
has received your accommodation letter from Clockwork
early in the quarter to review how the accommodations
will be applied in the course.
Students who need accommodated test proctoring must
meet appointment deadlines at the Testing Center.
• Exams must be booked at least five (5) business days in
advance of the instructor approved exam date/time.
• Finals exams must be scheduled seven (7) business
days/weekdays in advance of the instructor approved exam
date/time.
• Failure to meet appointment booking deadlines will result in

the forfeit of testing accommodations and you will be
required to take your exam in class.
• C o n t a c t t h e D S S i f y o u c a n n o t f i n d o r u t i
l i z e
your MyPortal Clockwork Portal.
• DSS strives to provide accommodations in a reasonable
and timely manner, some accommodations may take
additional time to arrange. We encourage you to work with
DSS and your faculty as early in the quarter as possible so
that we may ensure that your learning experience is
accessible and successful.
DSS Location: RSS Building, Suite 141. Phone: 408-864-8753.
On the web: http://www.deanza.edu/DSS/
Email: [email protected]
�6
Student Support
Programs and
Services
Disability Services
and
Accommodations
https://foothill.edu/drc/contact.html
https://myportal.fhda.edu/cp/home/displaylogin
http://www.deanza.edu/DSS/
January 4, 2018
�7

ICS32 Chican0/a Latino/a History Course Schedule
Date Topic What to Read What’s due
Week
1
1/8 Welcome and Introductions
Ancient Mesoamerica 1
Review Syllabus
Vigil and Martinez Intro.
Week
2
1/15 Dr.MLK Holiday - NO CLASS Vigil Ch. 1-2
Martinez, p.1-9
Week
3
1/22 Ancient Mesoamerica 2, Spanish Colonial
Era, Nationalism and Independence
Vigil, p.58-64 & p.73-89
Martinez, p. 10-24
Stavans, p.12-26
PTEAAA 1
Week
4
1/29 Westward Expansion and the U.S. War on
Mexico

Vigil, Ch..7
Martinez, p.25-35
Stavans, p.27-43
PTEAAA 2
OH Meeting 1
Week
5
2/5 Industrialization, Imperialism and
Immigration
Vigil, Ch. 8 (p.187-204)
Martinez, p.36-60
Stavans, p.49-69
Midterm Essay
Week
6
2/12 Americanization and Schools
World War 2 Era Part 1
Vigil, Ch.8 (p.204-218)
Martinez, p.62-77
Stavans, p.71-86
PTEAAA 3
Week
7
2/19 President’s Holiday - NO CLASS Vigil, Ch.8 (p.219-240)

Martinez, p.81-98
Stavans, p.87-92
Week
8
2/26 World War 2 Era Part 2
Searching for Aztlan: Land Rights and Si
Se Puede! The Farm Workers Movement
Vigil, Ch.9 (241-252)
Martinez, p.100-123
Stavans, p. 110-132
PTEAAA 4
OH Meeting 2
Week
9
3/5 The Chicano Movement: Youth and
Political Power
Vigil, Ch.9 (252-260)
Martinez, p.125-151
Historical Artifact
Week
10
3/12 Cultural Arts and the Decline of the
Movement
Vigil, Ch.9 (261-270)
Stavans, p.133-157

Martinez, p.191-240
PTEAAA 5
Week
11
3/19 Legacies and the Quest for Social Justice
Today
Vigil, Ch. 10
Stavans, p.158-208
Martinez, p.241-324
Week
12
3/26 Final Exam Monday, 3/27 6:15-8:15 Final Essay
Creative Project
Note: This Syllabus is subject to change
based on the needs of the class. Notice
will be given in advance.
Vigil = From Indians to Chicanos
Martinez = 500 Years of Chicano Women’s History
Stavans = Latino U.S.A.Cartoon History
ICS32 Chicano/a History Prof. Gamboa
Final Essay Guidelines

Essential Information
• 15% of overall grade
• 3-5 full pages each essay
• Due Date: Monday, 3/26
• Upload to Canvas ONLY
• Include paragraph on grade self-reflection
Select ONE essay question below. Your essays should be
between 3-5 FULL pages. Your
explanation should be based on analysis and evidence. You must
use, analyze, and cite
specific examples from the readings to support your claims.
Remember; this is not a
summary, but a critical analysis/reflection! Be sure to address
all questions within the
prompt that you select.
1. To what extent did Chicanx and Latinx demonstration of
patriotic duty
through military service during WWII benefit them socially
(and/or
politically) afterwards? (Consider cases of Felix Longoria, GI
Forum, Hector
Garcia, Civil Rights Orgs, etc)
2. Was the Chicano Movement successful? How do you know?
What were
some of the key strategies/efforts used? What were some of the
gains/victories (culturally, politically, socially, educationally)?
To what
extent is the Chicanx Movement still relevant to today?

3. What was the role of Chicanas in the 1960-1980s? How did
they participate
and/or lead in political/social struggles of the time? How did
female
activists challenge their male counterparts and bring these
important issues
to the table?
4. Why did the Chicano Movement of the 1960’s and 1970’s
decline? What
were some of the strategies/efforts used to subvert or extinguish
the
movement? (Consider the Chicano Moratorium, Internal and
External
Factors)
ICS32 Chicano/a History Prof. Gamboa
Essay Cover Sheet
Looking for guidance?
Get assistance from your Mentor with your drafts, ask your
burning questions and settle all your
general concerns! Feel free to drop by your Professors’ office
hours. Go see a writing tutor. Ask a
friend to proof read. Due to the high volume of papers we must

read, we cannot correct every single
error, grammar issue you may have. For that reason, we want
you to be pro-active by using the check-
list provided below and getting help so that you can turn in a
polished, final draft.
The following is a checklist that you must complete before you
submit your essay. My paper is/has:
□ A cover page with my name, class/section, assignment,
professor name, and date
□ Self Grade/Self Reflection at End of Essay – What grade you
believe you deserve/why?
□ The central question typed at the beginning of the essay,
single spaced.
□ Demonstrate understanding of the readings and concepts/key
ideas
□ Formatted with 1” margins all around
□ Double-spaced
□ Printed in 12-point Times New Roman
□ Numbered on all pages
□ Spell-checked
□ Carefully edited and proof-read
□ Followed the list of Rules for Formal Essays (no second
person, no contractions, etc.)
□ Proper citations for all quotes/ideas from text/lecture.
□ A clear thesis, response to question and supporting evidence
□ A clear introduction, body and conclusion and clear paragraph
structure.
□ Coherent and follows a clear structure.
□ This checklist attached/stapled to the back of the essays

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