1. In Chapter 10, Lozano studies the relationship between language and citizenship in the United States in what two places?

1. In Chapter 10, Lozano studies the relationship between language and citizenship in the

United States in what two places?

2. [Which state?] had the sovereignty to determine its own school code and agenda and to

use tax money to fund bilingual primary schools, but in [this island], the U.S. government

resisted Spanish-language education.

3. What was Senate Bill 3 (S.B.3)?

4. What was the purpose of New Mexico’s Tentative Program for Teaching Spanish?

5. Lozano writes, “Native Spanish speakers used the language as a political gift.” How did

Puerto Ricans use that gift?

6. What became an important civil rights goal in California, Arizona, and Texas for middle-

class educators and activists after the war?

7. Which public figure employed Spanish to organize and unionize farmworkers throughout

the 1940s and 1950s?

8. While Mexican Americans and Chicano activists fought for civil rights, they approached

things differently. [Which group?] aspired to assimilation, while [which group?]

embraced racial identity and Brown Power.

9. Which group used Spanish as a language of activism and pride, making it once again a

political language but with new meaning?

10. Added onto the Voting Rights Act in 1975, Lozano writes that this amendment is one of

the most important examples of a successful federal language rights provision. Be able to

identify that amendment.

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