1. Goals – Identify the goals of the movement. Identify what historical and/or present day circumstances demanded action.
The Parents wanted a library for the school. The school district was going to knock down a field house to make a soccer field but the parents wanted a library instead. They wanted a library so kids could read and use the books to learn and help them with school work. They wanted a library instead of a soccer field because they thought the library would be better for their kids.
2. Leaders – Select a leader. Provide basic information about his or her life and why he or she became involved with the movement.
Una de las lideres fue Evelin Santos. Evelin Santos es una mama de un estudiante de la escuela Whittier. Ella ayudo a acer muchas cosas para la protesta. Evelin llevo a los protestadores a la oficina de Daniel Solis porque no vinoa dar la carta que prometio. Ademas ella fue una de las primeras mamas que llegaron a protestar en La Casita. Ademas apoyo a muchas mamas para que ayudaran o se convirtieran parte de la protesta.
3. Actions - Identify individual and/or group actions that were taken.
The parents named the field house La Casita. They did a sit-in inside the field house. They also made signs like: "Support Whittier Parents! Library" or "Renovar No Demoler" Some people protested outside the field house and some in the streets. Some made signs and put them up in places were people could notice them. They did the sit-in because they knew that it would be impossible to demolish the field house if they were in it. They wanted the Chicago Public School leadership to listen to them. They also protested outside of Daniel Solis's office. When they got books they turned La Casita into a library and told kids to come and check out books.
4. Allies – Describe how people were recruited to support the movement. Describe the sacrifices that were made by supporters of the movement (e.g. loss of life, loss of property, loss of employment, physical harm, etc.).
Some other schools in Chicago donated books as a show of support for the protestors. For example our school, Inter-American, donated books. Some people joined because they agreed that Whittier School deserved a library. Some teachers and parents started to join the original protestors on day 3 becouse they thought it was a good idea.
5. Opponents/Oppressors – Identify the opponents of the movement and explain why they resisted the changes sought by the movement?
The Chicago Public Schools leadership made a decision about the use of that land and wanted to proceed with that plan. The Chief Executive Officer at the time was Ron Huberman. He is named on many of the signs of the protestors. Also Daniel solis was one of the opponents.
6. Outcomes – Describe the outcomes of the movement. Were they positive or negative? Describe how others in society responded to the movement.
The Chicago school board agreed that schools Alderman Daniel Solis can give parents a signed letter outlining the terms of an agreement that could end a weeks-long sit-in at the Whittier Elementary School field house But then it turns out that he never appeared and instead sended a demolish group. The protesters got mad and went to protest outside his office. Daniel Solis never came out and he said it was because he was scared. The protesters responded: Why should you be afraid of your own people if you don't got nothing to hide.
7. Inspirational Words – Identify a speech or written material of leader or other supporter of the movement. Read it out loud in your voice thread and explain why you found this particular item powerful.
Los Padres Unidos Jamas Seran Vencidos!! Esto Fue algo que decian mientras protestaban. Esto hacia que la gente teniera apoyo y entusiasmo para la protesta. Yo creo que esto representa mucho lo que estan haciendo. Pienso esto porque ellos estan trabajando juntos para que les den una libreria aunque todavia no han ganado, no han quitado el Field House.
8. Connection to the Present – Explain how the movement has impacted today’s society OR find a current event that relates to the movement.
Approximately 160 schools in Chicago have no school libraries. Many schools do not have libraries because of lack of money and space as well as the competing needed for new technology mean libraries are often left out of school plains because of this many Chicago public schools struggle in standards reading. Now Parents from other schools are protesting to have a library because of the protest in Whittier. Alot of parents got inspired to conduct there own protest for school libraries thanks to the whittier parents.
9.Common Elements – Compare and contrast elements of your protest movement with elements of protest movements being studied by your classmates. Point out at least one similarity and at least one difference
Similiraty: The african american civil rights movement did sit-in just like the whittier protestors did.
DIFFERENCE: They had different goals becouse whittier wanted a library and they wanted equality and peace.
10. Artwork – Consult with the student artist who created a work related to your movement. Explain the meaning of the artwork in your voicethread.
This is a mural in the neighborhood of the School (Pilson). This is about the Chicago Fire team and it thought this could be a good artwork for this topic becouse the parents are fighting for the Field house to be a library not a soccer field like the Chicago Public School leadeship wants to.
1. Goals – Identify the goals of the movement. Identify what historical and/or present day circumstances demanded action.
The Parents wanted a library for the school. The school district was going to knock down a field house to make a soccer field but the parents wanted a library instead. They wanted a library so kids could read and use the books to learn and help them with school work. They wanted a library instead of a soccer field because they thought the library would be better for their kids.2. Leaders – Select a leader. Provide basic information about his or her life and why he or she became involved with the movement.
Una de las lideres fue Evelin Santos. Evelin Santos es una mama de un estudiante de la escuela Whittier. Ella ayudo a acer muchas cosas para la protesta. Evelin llevo a los protestadores a la oficina de Daniel Solis porque no vinoa dar la carta que prometio. Ademas ella fue una de las primeras mamas que llegaron a protestar en La Casita. Ademas apoyo a muchas mamas para que ayudaran o se convirtieran parte de la protesta.3. Actions - Identify individual and/or group actions that were taken.
The parents named the field house La Casita. They did a sit-in inside the field house. They also made signs like: "Support Whittier Parents! Library" or "Renovar No Demoler" Some people protested outside the field house and some in the streets. Some made signs and put them up in places were people could notice them. They did the sit-in because they knew that it would be impossible to demolish the field house if they were in it. They wanted the Chicago Public School leadership to listen to them. They also protested outside of Daniel Solis's office. When they got books they turned La Casita into a library and told kids to come and check out books.4. Allies – Describe how people were recruited to support the movement. Describe the sacrifices that were made by supporters of the movement (e.g. loss of life, loss of property, loss of employment, physical harm, etc.).
Some other schools in Chicago donated books as a show of support for the protestors. For example our school, Inter-American, donated books. Some people joined because they agreed that Whittier School deserved a library. Some teachers and parents started to join the original protestors on day 3 becouse they thought it was a good idea.
5. Opponents/Oppressors – Identify the opponents of the movement and explain why they resisted the changes sought by the movement?
The Chicago Public Schools leadership made a decision about the use of that land and wanted to proceed with that plan. The Chief Executive Officer at the time was Ron Huberman. He is named on many of the signs of the protestors. Also Daniel solis was one of the opponents.
6. Outcomes – Describe the outcomes of the movement. Were they positive or negative? Describe how others in society responded to the movement.
The Chicago school board agreed that schools Alderman Daniel Solis can give parents a signed letter outlining the terms of an agreement that could end a weeks-long sit-in at the Whittier Elementary School field house But then it turns out that he never appeared and instead sended a demolish group. The protesters got mad and went to protest outside his office. Daniel Solis never came out and he said it was because he was scared. The protesters responded: Why should you be afraid of your own people if you don't got nothing to hide.
7. Inspirational Words – Identify a speech or written material of leader or other supporter of the movement. Read it out loud in your voice thread and explain why you found this particular item powerful.
Los Padres Unidos Jamas Seran Vencidos!! Esto Fue algo que decian mientras protestaban. Esto hacia que la gente teniera apoyo y entusiasmo para la protesta. Yo creo que esto representa mucho lo que estan haciendo. Pienso esto porque ellos estan trabajando juntos para que les den una libreria aunque todavia no han ganado, no han quitado el Field House.8. Connection to the Present – Explain how the movement has impacted today’s society OR find a current event that relates to the movement.
Approximately 160 schools in Chicago have no school libraries. Many schools do not have libraries because of lack of money and space as well as the competing needed for new technology mean libraries are often left out of school plains because of this many Chicago public schools struggle in standards reading. Now Parents from other schools are protesting to have a library because of the protest in Whittier. Alot of parents got inspired to conduct there own protest for school libraries thanks to the whittier parents.
9. Common Elements – Compare and contrast elements of your protest movement with elements of protest movements being studied by your classmates. Point out at least one similarity and at least one difference
Similiraty: The african american civil rights movement did sit-in just like the whittier protestors did.
DIFFERENCE: They had different goals becouse whittier wanted a library and they wanted equality and peace.
10. Artwork – Consult with the student artist who created a work related to your movement. Explain the meaning of the artwork in your voicethread.
This is a mural in the neighborhood of the School (Pilson). This is about the Chicago Fire team and it thought this could be a good artwork for this topic becouse the parents are fighting for the Field house to be a library not a soccer field like the Chicago Public School leadeship wants to.