Fashion as Resistance​

During the United State’s entry into World War II, agricultural and industrial efforts to meet agricultural and labor demands encouraged minorities from across the country and Bracero Program farm laborers to move across state and national borders to the centers of production. The increase in cultural and racial diversity entailed tensions between the dominant groups enforcing segregation and discrimination through Jim Crow laws and the minoritized groups who suffered under them. In June of 1943, Los Angeles became a racial powder keg, as a major shipping and Navy port, when white sailors who were unfamiliar with the Chicano and Mexican American communities came to the area to serve WWII efforts. The zoot suit, as a symbol of ethnic pride and protest against social conventions for Mexican-American and Chicano/a/x youth, became the object patriotic and racial violence by the U.S. military and local police. This unit explores understanding how minorities and youth use clothing as expressions of solidarity and pride among themselves, but also as a resistance to participating in the dominant social and cultural.

Unit Lessons

  • Examine and critique primary sources for biased and prejudicial language.
  • Write a letter to the editor from one of the articles from the perspective of a family member, a witness to the events, or a person going to through the disinfectant line.
  • Read three articles and compare and contrast three newspaper clippings and explain how similar or contrasting themes continue to affect Mexican or other groups of migrant laborers as they are described in media.
  • Create a presentation that articulates how fashion is used as a form of resistance. You can either explain and analyze the symbolism behind one group’s fashion decisions or create your own fashion statement that promotes a belief or value that you hold personally or related to a cultural group to which you belong.
  • Challenge the dominant narratives which characterize “pachuco” culture negatively based on mistrust and misunderstanding with the empathy and understanding that comes from reading letters and personal stories of the participants in these events.

Questions

  • Compelling Question: How did Pachuco culture and the Zoot Suit Riots mirror the social dynamics and tensions in urban areas of that era?
  • Staging the Question: What does what you wear say about you? How do others perceive you by your fashion choices?
  • Supporting Question 1:  What responsibility do state and media entities have in portraying incidences or narratives of crime?
  •  What other national and international events were occuring in the mid 1940s that agitated the events leading to the Zoot Suit Riots and violence against Pachucos?
  • Supporting Question 2: How does youth culture generate discourse or discord between families?

  • How did Pachuco culture resist and follow dominant social norms at the time?

  • Supporting Question 3: What is the significance and symbolism of the zoot suit? How was Los Angeles Pachuco culture and fashion influenced by Black culture and Mexican culture from the Southwest?

New Mexico Social Studies Standards:

  • 9-12.US.55. Examine immigration policy in the US over time
  •  Geo.9. Present adaptations of arguments and explanations that feature provocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies and digital technologies.
  • 9-12.Civ.40. Analyze historical inequalities and evaluate proposed solutions to correct them.
  • 9-12.US.88. Describe how particular historical events and developments shaped human processes and systems in World War I.
  • 9-12.Civ.41. Apply an effective questioning strategy to evaluate sources intended to inform the public, and consider the effects of choices made by media organizations (including social internet platforms), on elections and social movements.
  • 9-12 Econ.24. Critique Inequalities that exist in Economic systems
  • 9-12.ECI.21. Investigate how identity groups and society address systemic inequity through individual actions, individual champions, social movements, and local community, national, and global advocacy. 
Zoot Suits: The Lessons
Theme 4: 1900s–1940s (WWI, WWII, and Between the Wars)