468 Chapter 20 | the BreaKDoWn oF ConsensUs | period eight 194 5 –198 0 topiC ii | the shattering Consensus^469469praCtiCing historical thinking
Identify: What is the point of Reagan’s story?
Analyze: To what extent does this story reflect a counterpoint to the protests of
this era?
Evaluate: If Reagan’s story is an allegory, who are the contemporary oppressors
threatening the basic freedoms of Americans? And what needs to be “signed” to
ward off these oppressors?applying ap® historical thinking Skills
Skill Review Historical Causation, Periodization,
and InterpretationRead the following two interpretations of the origins of the civil rights movement in the
1960s. In addition to the documents in this chapter, consult your textbook and class notes
for additional details on this topic.The impact of the civil rights movement on race relations and the nation’s social
fabric has been monumental.... One of the key outcomes is the creation of self-
perpetuating momentum that allowed for other movements to occur. By showing
that human oppression is not inevitable and that collective action can generate
change, the civil rights movement aided in the conceptualization of the women’s
movement as well as the Latino civil rights movement.... The sentiments of these
collective movements drive public opinion, both in terms of change and in terms of
the people involved in change. To clarify, movements create and perpetuate atti-
tudes toward progress as well as attitudes toward specific groups responsible for a
particular movement....Antwan Jones, “Race and the ‘I Have a Dream’ Legacy: Exploring Predictors of Positive Civil
Rights Attitudes,” Journal of Black Studies 37, no. 2 (2006): 194–195.Although they never attained the scope of the black civil rights movement, the His-
panic movements had natural histories that paralleled the black movement in many
respects: the growth of large barrios [Latin American neighborhoods], creating the
human resources necessary to start and sustain protest movements; the emergence of
charismatic leaders who used existing ethnic networks (e.g., the church, neighborhood
gangs, social clubs, schools, and universities) to generate “nonviolent” and sometimes
successful demonstrations; the rise of militant leaders and groups; the growth of urban
riots, when demands for change outran more orderly and organized means.Gregg Lee Carter, “Hispanic Rioting during the Civil Rights Era,” Sociological Forum 7, no. 2
(1992): 302.21_STA_2012_ch20_447-472.indd 468 17/04/15 1:47 PM