Overview
What To Do With Your Rights: Case Studies on Local Civic Action
Author
Brook Rajnowski
Topics
Civics and Civic Participation; Mexican American Committee for Equality (MACE); League of United Latin American Citizens (LULAC); William Lopez; Juan Fullana
Theme / Focus
Civics
Learning Outcomes:
- Social Studies
Materials and Resource Sets
Hispanic Civil Rights in Colorado Resource Set
Primary Source Analysis Organizer
Teacher Created Resource Sets:
- MACE at CSU (CSU activism)
- LULAC in Fort Collins (community activism)
- Willliam Lopez (local government)
Lesson Plan
While the lesson plan grade level is designed for Sixth Grade, it is scaleable to adjust to different audiences.
Inquiry/Essential Questions:
- How can citizens make change in their communities independently and through organizing?
Standard Alignment (Evidence Outcomes):
SS.6.4.GLE 1: Examine civic participation within different governmental systems of the Western Hemisphere.
Evidence Outcomes:
- Explain how political ideas of significant people and groups interact, are interconnected, and influence nations and regions in the Western Hemisphere, both in the past and today.
- Identify historical examples illustrating how people from diverse backgrounds such as African American, Latino, Asian American, and Indigenous Peoples in the Western Hemisphere perceived, reacted to, and influenced national and international policies and issues.
- Examine changes and connections in ideas about citizenship in different times and places in the Western Hemisphere. For example: Indigenous Peoples are either denied citizenship or citizenship is not always desired; immigration and a nation’s quota preferences; and the changes in naturalization requirements change over time.
Key Vocabulary:
- Chicano Movement
- Activism
- Union
- Equity
- Collective Action
Place/Location:
- Sugar Beet Park (Fort Collins, CO)
- Colorado State University, Department of Ethnic Studies
- West High School (951 Elati St, Denver, CO)
- Alta Vista, Andersonville, Buckingham neighborhoods in Fort Collins
Activity: Jigsaw of Source Analysis
- Divide students into four groups
- Give each group of students a folder of sources
- Denver Chicano movement (student activism)
- MACE at CSU (CSU activism)
- LULAC in Fort Collins (community activism)
- Willliam Lopez (local government)
- Give each student a handout: Primary Source Analysis Organizer
- Give students approximately 20-30 minutes to dissect the sources and fill in their organizer to analyze the sources (adjust time depending on age of students, background knowledge, and time available. Number of sources can be adjusted as well).
- Bring students back together and run a discussion on how these sources show examples of activism and civic action or change.
Discussion
- What source did you find most interesting and why?
- Who had a large impact on local government and action, and what did they do to achieve that?
- What are some benefits of individual action, and what are benefits of collective action?
- What examples do we see today, and what issues are they tackling?
Extension
- Have students brainstorm issues that they would like to see addressed and possible solutions or actions that could be made.
- They should be able to connect them back to a source from their jigsaw.
Resource Sets
Los Betabeloros: The Hispanic and Mexican Beet Workers
This documentary was made by a local resident, Betty Aragon, about the lives and experiences of the sugar beet workers. It discusses their community, their working conditions, and the ways they resisted discrimination and restrictions.
Extension: Student Public Project (Letter Writing)
- Students select a topic that interests them and they would like to see change happen either locally or nationally.
- They then research that topic, potential solutions, and write a letter to someone who has the power to make that change.
- Use this Current Event Letter Planning Page
Extension
Discussion Questions
- Who had a large impact on local government and action, and what did they do to achieve that?
- What are some benefits of individual action, and what are benefits of collective action?
- What examples do we see today, and what issues are they tackling
Multimedia
- West High School Denver- History Colorado Article
- This article includes a video on the student walk out in 1969. This connects to this topic by showing student activism locally. An activity based on this article could narrow the topic of collective activism further by focusing specifically on student activism and why it is unique compared to other examples of activism.
- Los Seis de Boulder CPR Article
- This article discusses the ripple effect of one incident and how it created long lasting conflict and activism in Boulder, Colorado following the story of Los Seis. This connects to the theme by showing how a community gathered and created collective action following an incident and how they have continued to work together. An activity based on this article could challenge students to think about the ripple effects of government actions or lack thereof and how community activism interacts with that.
Field Trip
- Museo de las Tres Colonias (Fort Collins, CO)
- Students would visit an original adobe home of a sugar beet farming family and learn about their experience living in the region. The home shows multiple ways in which the family adapted in response to lack of support or funding from the community.
- Sugar Beet Park (Fort Collins, CO)
- This park is located across the street from the Museo and is an example of the results of community activism. This park was created following community organizing and activism in an effort to recognize the stories and importance of the sugar beet workers in the community.
Guest Speaker
- El Centro: CSU organization that supports hispanic students and can speak to current and past actions at CSU relating to hispanic students
- Betty Aragon-Mitotes (Mujeres de Colores): Can speak to the local sugar beet worker history as a filmmaker and advocate for the hispanic community here in Fort Collins. She, as a local resident for most of her life, has lived these experiences and can provide a first hand account of what discrimination feels like locally and how the community came together to make change.
Literacy
Teacher’s Guide
Excerpt from Brook Rajnowski, Growing Roots in the Red Rocks: The Development of Hispanic Communities in Fort Collins, Colorado (Master’s Thesis, Gettysburg College, 2024).
Betty Aragon said she will never look down at her shoes again. Aragon was born in Trinidad, Colorado but moved to Fort Collins around age 10 when her father traded coal mining for sugar beet farming. Her pride for her community’s strength and resiliency shines through every word she speaks despite experiencing her own share of offensive and discriminatory interactions. Growing up, she said “as long as we were in a safe zone, it was normal to smell somebody making tamales or beans,” but outside of their neighborhood, they were cautious and aware of limitations as children. She attended local public schools, and these years helped shape her sense of self. Out of all schools she attended, she said “there was always that discrimination.” Aragon felt discrimination in both direct and subtle ways. She recalled a child next door who wanted to play with her, but her mother told her to ask “if your name ends in a ‘z’ or an ‘s’ first.” Aragon as an adult was able to recognize that this was a strategy to subtly ask about traditional Hispanic last names.
These experiences shaped her early years where she remembered always looking at her shoes while walking in public in an effort to not be seen or judged. Her community’s connectedness always brought her back home to safety. While recalling the musical “jam” sessions in her neighborhood, she said “that was the beauty of people coming together in community, because it was safe and we all looked out for each other.” Aragon continues to look out for her community through her work today. She works with the organization Mujeres de Colores as the founder to help provide for her community and create a safe space for culture and leadership.
Stories of local advocates for Hispanic rights during the mid-1900s address the role of the Chicano Movement in Fort Collins and Colorado as well as how it impacted local families and neighborhoods. Leaders emerged in Fort Collins advocating for the rights and acceptance of the Hispanic community. Charlie Martinez was known as the mayor throughout the Alta Vista neighborhood due to his leadership in the community and his time serving as mayor of the neighborhood. While not an official office, his reputation and trust from the community represents his impact on his neighborhood. James Martinez was a Chicano leader in Fort Collins who fought for the creation of the Laporte Avenue Elementary School. Education is an important cornerstone of culture, so providing space for safe and culturally responsive education was vital to this community. The actions in Fort Collins by Hispanic leaders and organizations connect to the larger story of Hispanic advocacy in an effort to make the community safer and more inclusive despite harmful discrimination.
Local Leaders
Leadership in Fort Collins has historically taken the form of white men of means, but that did not stop local Hispanic leaders from challenging those trends and making changes to improve their neighborhood community. Whether through political, religious, or social avenues, local Hispanic residents during the 1950s through the 1980s were consistently advocating for change. They created a safer and stronger community through their work and helped build the resiliency of the entire community.
William Lopez took the founding principles of the nation to heart when he stepped into the political sphere. In 1969, during his campaign for Fort Collins City Council, Lopez claimed that “the Spanish-speaking people of Fort Collins are interested in being represented on the council” and he wanted to be that representative. Lopez achieved this goal and served his community in many ways. In his time serving on the city council, Lopez advocated for and saw through the connection of the Alta Vista, Andersonville, and Buckingham neighborhoods to the Fort Collins utility services. This was no small feat, and it is one that many residents still feel the impact of. He also spoke publicly about the concerns regarding discrimination, describing it as “the covert type, which, though less easily seen, is as deadly as the other [overt type of discrimination seen in the South].” His openness regarding this subject allowed for others to speak on such concerns and grow the strength of these voices. Lopez worked in 1970 alongside Reverend William Griffen from Chicago who spoke of the experiences on a national level and racism felt by the black community. Lopez’s advocacy and actions left a legacy in Fort Collins. The Poudre School District named Lopez Elementary School in his honor following his death. Board member Louis Brown justified their decision by stating that “he work[ed] hard and grew up in a segregated society…In a quiet an effective manner, he helped erase [the white trade only signs].” William Lopez worked hard through political action to amplify the voices of the Hispanic community and make visible progress for those experiencing discrimination.
Juan Fullana created spaces for gathering and cared for the community as the leader of Holy Family Church. Fullana resided in Fort Collins for fifteen years, and during that time he provided many services to the Hispanic residents by supervising “a parish grocery store and a mop factory, utilizing [Holy Family Church’s] profits to finance the construction of Holy Family Recreation Hall”, and serving as the pastor for the church congregation. Many community members remembered the impact he had on their personal lives as well as the greater Hispanic community in Fort Collins. Daniel Martinez stated that Fullana’s grocery store and mop factory “provided employment for members of the community and financial support for the recreation center” and school. No matter what he did, his actions were in service of the community and in building their acceptance and confidence. Daniel Martinez remembered the pastor and his relationship with who he called “nuestra gente”:
“Nuestra gente” were second class citizens, but he encouraged us to love America, for he believed that America would soon learn to love us, because “nuestra gente” are loveable people. He believed that we would “conquistar” the affection of the Americano, because to know us was to love us.
His impact extended beyond the Holy Family Church, but he helped increase access to community resources as well. Eva Martinez remembered Father Fullana organizing movies in Spanish at a local theater. Inez Romero recalled his economic support of the community through employment. She recalled that “he was the first [priest]…that would try to do something like that for people” when he opened the mop factory “that was for people who had a hard time finding a job.” Not only did Juan Fullana support the ll
Lee Martinez moved to Fort Collins as a teenager to work in the beet fields, but he left a legacy through his lifetime of symbolizing what it means to support your neighbor. During the Great Depression, Eva Martinez remembered her husband and his support of those experiencing unemployment. She said he would “bring them in and give them something to eat” regularly, and “if he had a chance, he’d get ‘em jobs.” His support of his community was not only through economic means. Martinez would “help everybody…if they needed work to be done” whether that be fixing a fence, translating for others, or any other needs. His other passion was political work, and he spent great amounts of time spreading information in the community. Eva remembered times when Lee would load up the truck with political literature and “take the children and they would distribute the papers, pamphlets, or whatever” he had received as a Democratic party worker. While these acts seem small, their impact did not go unnoticed. Martinez’s longevity in the community and his commitment to improving the lives of others is memorialized in Lee Martinez Park. This park, developed starting in the early 1970s, was created to “provide for open active recreational space” for the northern neighborhoods which were predominantly Hispanic. Lee Martinez’s small acts of charity and education grew strength and resilience in the community, making him a quiet yet memorable leader.
Organizing for Change
There were many individuals like those previously discussed who stepped forward and demanded change. There were many more who organized into groups and took on challenges as a united front. Two of the more prominent groups who fought for Hispanic rights in Fort Collins were the Fort Collins League of United Latin American Citizens (LULAC) and The Mexican American Committee for Equality (MACE). These organizations were vital to the success of many changes in the mid-1900s by advocating for equity in Fort Collins.
As issues gathered support, LULAC endorsed many formal protests in order to fight discrimination and make Hispanic voices heard. One issue LULAC provided support for was the creation of parks and recreational facilities on the North side of town. Herman Martinez wrote to the Fort Collins Coloradoan arguing that “one of the problems is children playing in the street” and they have no public place to play, yet they are being told by policemen to stay out of the street. LULAC provided support in meeting with the City of Fort Collins to make this concern for safety and respect known to the political body. Joe Coria stated to the Fort Collins Coloradoan that the organization met with the City Manager Tom Coffey to identify locations for parks throughout the neighborhoods. These parks provided safety for children and beautification of the neighborhoods. LULAC supported all Chicano movements, even those outside of Fort Collins. Don Lucero wrote to the Fort Collins Coloradoan arguing why LULAC’s endorsement of the grape boycott in California was important to local workers. He argued that “LULAC believes that the dilemma of the grape worker justifies our endorsement” because “the future of all Chicanos [is] at stake.” LULAC created a united front for issues that needed support and helped push them to success.
Colorado State University began as an agricultural college, and this connection led the way for advocacy to take place on campus for workers’ rights and other protests. MACE was a leading group on campus in these movements. In 1969, MACE joined with the Black Students’ Alliance to present their demands to the Vice President of CSU asking for “admission of all Chicano students, the establishment of tutorial and monetary aid for Chicanos, active recruitment programs,” and more. One area they focused on support from CSU was regarding housing access. MACE President Manuel Ramos stated that he and his roommate were “told the apartment was already rented” when interested in housing but later learned that it was still available. Another area of focus in their demands was educational support once students were on campus. Hiring of Hispanic advisors was a priority in order to “aid Chicanos in adjusting to the University environment” as well as to “provide Chicanos with specialized tutoring and orientation classes” to aid in their access to coursework. Access to education that reflected their cultural experience and identity was central to all of the demands. One element of this mission that was fulfilled and continues to grow at CSU today is their proposal for an ethnic studies department. Ramos and his MACE colleagues proposed that this department include “special education courses for aspiring teachers on problems faced by Chicano children and how to effectively relate to Chicano students.” The ethnic studies program at the university is still growing and has a specific pathway for a teaching focus. The demands put forward by this group made the voices of many Hispanic students heard by the university and gave strength to their efforts.
While the demands put forward by MACE were heard, they were not quickly acted upon by the university, so MACE continued to fight for Hispanic students’ rights. The lack of action on these demands resulted in the students from both organizations walking “out on a meeting with the State Board of Agriculture.” This conflict expanded quickly and within only a few days had become a “camp-in” protest. Students stated that they would stay in the Administration Building at CSU and “continue the sit-in and sleep-in until their demands” for the admission of 400 Hispanic students and 400 black students were met. These student groups focused specifically on change at the university level but argued that it mirrored experiences they had in the community. Their efforts at CSU challenged both the practices on campus as well as in the greater community.
Leaders come in all shapes and sizes. Whether it is one person like William Lopez, Juan Fullana, or Lee Martinez or a large organization like LULAC and MACE, the Hispanic leaders in Fort Collins made lasting change throughout the mid-1900s. They advanced access to community resources like utilities and public spaces. They advocated for improvements to educational resources and political access. They worked together to change their community for the better. Fort Collins honors their legacy with the establishment of schools, parks, and other locations throughout the city in gratitude for their perseverance.





