IMPORTANT: Since many requests come from history teachers, you may offer links to resources on this page for the teacher to cover the first 9 slides as a history lesson. This will allow you to focus your time solely on the case starting on Slide 10.
This presentation provides volunteers with options for preparing their visits based on the needs of the classroom. Slide notes provide additional facts and background information for optional use. Delivery requires approximately 1 hour.
Students will:
Learn about Latino culture in the 1940’s, including the distinctive Zoot Suit attire worn by youths by:
examining the Sleepy Lagoon murder trial, where 22 young men were tried and 12 were convicted in a mass trial of murder in what is widely considered a travesty of justice and rush to judgment; and
discussing the Zoot Suit riots and civil disturbances that followed.
Apply the provisions of Constitutional protections to a fair trial and the right to consult with counsel.
Better understand the 14th Amendment right to due process, the state court system, the three branches of government, and the role of a judge.
People v. Zammora (1944) 66 Cal.App.2d 166. (Note: only Defendant Gus Zamora was named in the title of the Court of Appeal opinion, but because the court reporter misspelled his name, the caption incorrectly reads, “Zammora.”)
Following the 1942 conviction of 12 young men for the murder of a man that attended the party near the Sleepy Lagoon quarry/swimming hole in East Los Angeles, the Court of Appeal reversed the convictions based on, among other grounds, insufficiency of the evidence and the inability of the defendants to consult with their attorneys during trial.
“Just verdicts cannot be founded upon unreasonable inferences, speculation or suspicion, but must be grounded upon satisfactory evidence and reasonable inferences predicated thereon.” (Zammora, p. 201.) “[O]ur examination of the record in this case convinces us that there is a complete lack of material and relevant evidence from which the jury could properly find or infer that appellants formed a conspiracy. . . . There is also a total lack of evidence to show that any of the [defendants] murdered Diaz.” (Id. p. 202.)
“[I]t was impossible for counsel to leave their table, consult with their clients in another part of the courtroom, and at the same time protect the record and listen to the testimony being given. Likewise, it was not possible for the defendants to call matters to the attention of their counsel while witnesses were testifying, or call attention to claimed inaccuracies in the testimony or to suggest to counsel questions for cross-examination.” (Zammora, p. 234.) “A basic part of a defendant’s right to counsel is that of consultation whenever necessary. To afford to the defendant the benefits of the foregoing clause of the Constitution, it is essential that [a defendant] should be allowed to consult with . . . counsel not only prior to the commencement of his trial, but during the actual progress thereof.” (Ibid.) “That a joint trial of numerous defendants speeds the wheels of justice and provides not only an expeditious but a less burdensome method for disposing of criminal cases furnishes no valid argument for depriving a defendant charged with crime of his right to the effective and substantial aid of counsel at all stages of the proceeding. To do that . . . is not to proceed promptly in the calm spirit of regulated justice, but to go forward with the haste of the mob.” (Zammora, p. 235.)
In the last paragraph of the court’s 71-page opinion, the court noted, “In appellants’ briefs filed herein, we note the charge that the prosecution of these defendants is the result of racial prejudice. This claim is without foundation and finds no support in the record. . . .” (Zammora, pp. 237-238.) The note must be placed in the appropriate context of an appellate court determining that, based on the four corners of the record it was presented, it found no prejudice was shown. The court’s conclusion does not detract from the fact that it was demonstrated, by numerous studies and reports of the events, that discrimination and prejudice were heavily involved in the Sleepy Lagoon defendants’ prosecution. (See, e.g., Governor’s Citizen’s Committee Report on Los Angeles Riots (1943), discussing the cause of the riots that followed the convictions: “Any American citizen suspected of crime is entitled to be treated as an individual, to be indicted as such, and to be tried, both at law and in the forum of public opinion, on his merits or errors, regardless of race, color, creed, or the kind of clothes [worn]. [⁋] [⁋] In undertaking to deal with the cause of these outbreaks, the existence of race prejudice cannot be ignored”].)
To play any video during your presentation, ask the teacher to have the video loaded on their browser ready to play (having played through the ad if there is one). The PBS videos do not have ads.
This playlist of 3 videos provides a review of the events leading up to the Sleepy Lagoon Zoot Suit Trials. Videos may be shared with teachers to review with the class ahead of time.
TIP: If there is a ad, it only appears at the beginning. You may load the video to play after the ad.
Planning Your Visit:
When you meet with the teacher to plan the visit, make sure to discuss student understanding of the foundation of our government. You may ask them if they understand the Constitution, points on Democracy, etc. The teacher may request that you speak more about the trial. Your visit should prioritize teaching about the three branches of government, the U.S. Constitution, and the courts. Be sure to leave enough time for those lessons.
The teacher may use the first slide to introduce the students to the topic before you appear. When you first appear, the presentation should be turned off. Introduce yourself in your own words. You may edit or add your own slides. Break the ice by asking if anyone knows where the courthouse is, what words come to mind when they hear the words "court date," etc. Build rapport by making a connection.
Begin: As a judge, I hear stories in my courtroom. I listen for facts in evidence to determine if the charges brought to someone (define defendant) are valid. Today, I'll tell you the story of a time in Los Angeles where young people were thought to be criminals based on their style of dress.
Coordinators should send a link to the presentation without notes when matching. Ask the teacher for a phone number you can call should you have problems connecting.
The following resources are also on the public Judges in Classroom website. Teachers may use them to prepare the class for your visit. When you speak to the teacher prior to your visit, ask if he/she will have time to introduce the case to the class. This will leave you with more Q&A time.
Additional Resources
Brief summary of the trial: Background on Sleepy Lagoon (Including, “Research indicates the reservoir was near the city of Maywood at approximately 5500 Slauson Boulevard. Replaced by a plastic factory and a U.S. Government warehouse facility, nothing remains of the reservoir once known as Sleepy Lagoon”)
Excerpts from the Governor’s Citizen’s Committee Report on Los Angeles Riots (1943)
After the visit, be sure to collect Feedback forms!