The Chicano Movement: Students and Community – Describe what the Chicano Student Movement was all about? What were its goals? Why did it take off in the first place? Who were these students and what were they demanding and/or seeking? Did the students achieve any of their goals? Explain and give examples. In addition, analyze the Chicano Movement in the larger community. How was the larger community affected by the Movement?Ido not have. the book ,but it. should be use if you can get. it.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
The Chicano Movement: Students and Community
The Chicano Movement, which emerged during the 1960s and 1970s, represented a significant cultural and political awakening among Mexican Americans in the United States. Central to this movement was the Chicano Student Movement, which mobilized young people to advocate for educational reforms, cultural recognition, and broader civil rights. This essay explores the origins, goals, and achievements of the Chicano Student Movement, along with its impact on the larger Chicano community.
Origins of the Chicano Student Movement
The Chicano Student Movement arose in a context of social turmoil and civil rights activism. Mexican Americans faced systemic discrimination in various aspects of life, from education to employment. The 1960s were marked by widespread protests against racial inequality, and Mexican American youth were inspired by the larger Civil Rights Movement. They sought to confront injustices that affected their communities.
Students played a pivotal role in this movement, forming organizations such as the Brown Berets and the United Mexican American Students (UMAS). These groups focused on advocating for their rights and addressing issues such as inadequate educational resources, cultural erasure, and police brutality. The movement took off in part due to a growing awareness of these systemic issues and a desire for change among young Mexican Americans.
Goals of the Chicano Student Movement
The primary goals of the Chicano Student Movement included:
1. Educational Reform: Advocating for equitable funding for schools serving Mexican American students, bilingual education programs, and curricula that reflected their cultural heritage.
2. Political Representation: Encouraging political participation among Chicanos and pushing for greater representation in local and national government.
3. Cultural Recognition: Promoting pride in Chicano identity and heritage, countering negative stereotypes, and seeking acknowledgment of historical contributions.
4. Social Justice: Addressing issues such as police brutality, housing discrimination, and labor rights.
Demands and Achievements
Chicano students were vocal in their demands. For instance, the 1968 East L.A. Walkouts saw thousands of students walk out of their schools to protest poor educational conditions. They demanded bilingual education, culturally relevant curricula, and the end of discriminatory practices. The protests garnered national attention and highlighted the plight of Mexican American students.
One key achievement was the establishment of bilingual education programs in schools across California and other states. Furthermore, the visibility of the movement led to increased awareness of Chicano issues within broader civil rights discussions.
Notable Examples
– East L.A. Walkouts (1968): One of the most significant events in the Chicano Student Movement, where thousands of students protested against substandard conditions in their schools and demanded reforms.
– Formation of Organizations: Groups like MEChA (Movimiento Estudiantil Chicano de Aztlán) helped unify students across campuses, fostering a sense of solidarity and cultural pride.
Impact on the Larger Community
The Chicano Student Movement had profound effects on the larger Chicano community. By advocating for educational reforms, it not only improved opportunities for future generations but also instilled a sense of pride in cultural identity. The movement helped galvanize community organizing efforts around various social justice issues, creating a ripple effect that extended beyond education.
The heightened political consciousness fostered by the movement resulted in increased voter registration and engagement within the Chicano community. This engagement led to greater representation in local government and policy discussions, paving the way for future advancements in civil rights.
Conclusion
The Chicano Student Movement was a transformative force within the larger Chicano Movement that sought to address systemic inequities faced by Mexican Americans. Through their advocacy for educational reform, political representation, and cultural recognition, students played a crucial role in shaping the future of their communities. While challenges remain, the achievements of the movement laid a foundation for ongoing struggles for justice and equality within the larger Mexican American community. The legacy of these student activists continues to resonate today, serving as an inspiration for new generations fighting for social change.
