Documenting United States History

480 ChaPTer 21 | DisContinuities | period eight 1945 –198 0

PraCTICIng historical Thinking

Identify: What is Hoffman’s claim about stealing?

Analyze: Is Hoffman’s intended audience the same or different from Rachel Car-

son’s (Doc. 21.5)? Explain.

Evaluate: How does Hoffman’s argument reflect both antiwar sentiments about the

United States military involvement in Vietnam and emerging technologies in the

second half of the twentieth century?

Document 21.7 goVernor’S inVeSTigaTing CoMMiTTee on

ProbLeMS oF WiSConSin’S SPaniSh-SPeaking

CoMMuniTieS, report to the governor

1971

After the passage of the Immigration and Nationality Act of 1965, immigration from Latin

America and Asia grew rapidly. These new immigrants faced a nation that had largely

closed itself to mass immigration since the 1920s. The excerpt below portrays the extent

to which immigration had become an issue even for states that had not faced issues of

immigration since the early twentieth century.

Task Force recommendaTions

education

1. The Area Technical Colleges should employ teacher aides to assist teachers
   conducting English and Adult Basic Education classes for Latins. The colleges
   should recruit Latins to serve on the faculty and to become advisers to Latin
   students enrolled in other curricula. These actions should be taken in areas with
   Latin populations such as Milwaukee, Waukesha, Racine, Kenosha, etc.
   2. The Area Technical Colleges should provide realistic scholarships for low
   income Latins interested in vocational education and should intensify efforts
   to recruit Latins for promising occupations identified by the Wisconsin State
   Employment Service.
   3. The Milwaukee School District and school districts near Latin population
   centers should hire more professional, technical and paraprofessional personnel of
   Latin ancestry in elementary and secondary schools to help serve the Latin children.
   4. Transition centers should be developed by the Milwaukee School District
   and school districts near Latin population centers to help children of newly set-
   tled migrant families to make an orderly transition into the school districts. The
   transition centers should employ bilingual personnel to help the children learn
   English and to evaluate the educational ability of the children. Tests should be
   reevaluated to determine if they are relevant.

ToPIC I | Conflicting postwar Visions 481

22_STA_2012_ch21_473-488.indd 481 16/04/15 6:48 PM