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Home , Chicanismo, Gregorio Cortez, Operation Wetback, Raza Unida Party, Zoot suit, Zoot Suit Riots

Course ID: CHST R107 Curriculum Committee Approval Date: 11/08/2017 Catalog Start Date: Fall 2018 COURSE OUTLINE

OXNARD COLLEGE

I. Course Identification and Justification: A. Proposed course id: CHST R107 Banner title: History of in the US Full title: History of Mexicans in the

Previous course id: CHST R107 Banner title: History of Mexicans in the US Full title: History of Mexicans in the United States

B. Reason(s) course is offered: HIST R107 fulfills a requirement for the AA/AS degree as it meets requirements in United States History, the Constitution, and American ideals. The course also satisfies transfer credit requirement to the U.C. and C.S.U. systems. History of the Mexican People in the United States has been an important core course in the History and Social Science curriculum since the founding of Oxnard College. Additionally, the course meets the needs of the predominantly Mexican/Latino community of Oxnard, many of whom want to learn more about their history and culture. Offering the course strengthens the view that Oxnard College is an Hispanic serving institution of learning. Consistently high enrollments indicate the course has widespread appeal among community college students.

C. Reason(s) for current outline revision: Five Year Update

D. C-ID: 1. C-ID Descriptor: 2. C-ID Status:

E. Co-listed as: Current: HIST R107 Previous: HIST R107

II. Catalog Information: A. Units: Current: 3.00 Previous: 3.00

B. Course Hours: 1. In-Class Contact Hours: Lecture: 52.5 Activity: 0 Lab: 0 2. Total In-Class Contact Hours: 52.5 3. Total Outside-of-Class Hours: 105 4. Total Student Learning Hours: 157.5 C. Prerequisites, Corequisites, Advisories, and Limitations on Enrollment: 1. Prerequisites Current: Previous:

2. Corequisites Current: Previous:

3. Advisories: Current: Previous:

4. Limitations on Enrollment: Current: Previous:

D. Catalog description: Current: This course is a historical survey of the Mexican/ experience from the pre­ Columbian period to the present. The emphasis is on Mexican settlement of Greater and the Southwest United States within the broader history of the United States. In the process, the course covers significant events in the historical development of the United States and Mexico—the colonial era, the early National period, the westward (and northward) movement of people across America in the last 150 years, and U.S.-Mexico relations in the 19th and 20th centuries. The course satisfies degree requirements in American institutions. Co-listed with HIST R107. Previous, if different:

E. Fees: Current: $ None Previous, if different: $

F. Field trips: Current: Will be required: [ ] May be required: [X] Will not be required: [ ]

Previous, if different: Will be required: [ ] May be required: [ ] Will not be required: [ ]

G. Repeatability: Current: A - Not designed as repeatable Previous:

H. Credit basis: Current: Letter graded only [ ] Pass/no pass [ ] Student option [X] Previous, if different: Letter graded only [ ] Pass/no pass [ ] Student option [ ]

I. Credit by exam: Current: Petitions may be granted: [ ] Petitions will not be granted: [X]

Previous, if different: Petitions may be granted: [ ] Petitions will not be granted: [ ]

III. Course Objectives: Upon successful completion of this course, the student should be able to: A. Express the basic framework, chronology, and significant developments in the historical experience of Mexican/Chicano people in the United States. B. Identify several significant contributions of the Mexican/Chicano people to the history and culture of the United States. C. Perform basic research and critical thinking skills for identifying and examining historical materials, including non-traditional sources relating to the Mexican American experience. D. Express historical learning both verbally in class reports, discussion, and in writing. E. Analyze contemporary problems and issues relating to Mexican/Chicano people in the United States from the perspective of historical experience and developments. F. Recognize and assess the important political, economic, and social events and trends in Mexican American history.

IV. Student Learning Outcomes: A. Students will identify, locate, and describe the characteristics of indigenous cultures in greater Mexico in the years before Columbus. B. Students will demonstrate ability to read and analyze from primary sources the factors leading to the U.S.-Mexican war of 1846-48.

V. Course Content: Topics to be covered include, but are not limited to: A. Introduction 1. Definitions and terms, Chicano, Mexican-American, Hispanic, Latino 2. Contemporary overview of Mexicans/ in the United States 3. Population, education, employment B. Mesoamerican Culture Areas: Origins of Mexican Civilization 1. Major areas of cultural development: key characteristics 2. Earliest civilizations, the Pre Classic Olmec, 1200 B.C.-200 B.C. 3. Teotihuacan and Maya Civilization in the Classic Era, 200 B.C.-800 A.D. 4. Toltecs and Aztecs in the Post Classic Era, 800 A.D.-1521 C. European Background, Spain in the Age of Discovery 1. Explorations 2. Spanish conquest of Mesoamerica 3. Church and state in Colonial Mexico D. Spanish Exploration and Settlement of the Southwest, 1500s-1700s 1. Spanish borderlands, the first frontier in American history 2. Settlement and colonization of 3. Spain in New Mexico and 4. Early Settlement and Colonization of Alta E. Revolution, Mexican Independence, U.S.-Mexican War, 1810-1848 1. Causes leading to outbreak of Spanish American Revolution 2. The Mexican Republic: problems in the post-Independence years 3. United States-Mexico relations, 1820s-1850s 4. Westward Expansion, Manifest Destiny, and the U.S.-Mexican War of 1846-1848 F. Post-Mexican War Era: and Mexicans in the Southwest, 1848-1900 1. The Mexican American experience in California in the gold rush Years 2. Political changes, land losses, and racial conflict 3. Mexican American responses and adjustments 4. The politics of insurrection in Texas 5. in New Mexico, accommodation and resistance 6. Mexicans and Mexican Americans in Arizona, late Nineteenth Century G. The Great Migration, Mexican Immigration to the United States, 1880-1930 1. Pull factors: economic growth and development in the Southwest 2. Railroads, mining, and agriculture, role of Mexican immigrant labor 3. Push factors: social and economic conditions in Mexico during the porfiriato, The Age of Porfirio Diaz, 1876-1910 4. Impact of the of 1910 in the history of the United States H. Mexican American Experience Between the Great Wars, 1920s-1930s 1. Mexican immigration to the United States in the 1920s 2. Mexican Americanization trends: League of United Latin American Citizens 3. Labor and labor organization 4. The of the 1930s 5. Repatriation and deportation of Mexicans and Mexican Americans 6. The Mexican American Movement I. World War II, a Catalyst for Social Change 1. Mexican American wartime contributions at home and abroad 2. Numbers serving in the United States Military 3. Forgotten heroes, Mexican American valor in wartime 4. Social and racial consequences of total war 5. Sleepy Lagoon case and the zoot riots 6. Good neighbors: U.S.-Mexico Relations in wartime 7. , 1942-1964 J. Post-WW II Years, the Mexican American Generation of the 1950s 1. The Civil Rights Movement and Mexican Americans 2. Politics of social change: G.I. Forum, LULAC, and MAPA 3. U.S. Government labor and immigration policies: Bracero Program and Operation 4. Mexican American unionization efforts in the McCarthy Period K. Rising Hopes and Expectations, the Early 1960s 1. JFK, LBJ, the Democratic Party and Mexican Americans 2. Educational reform: the Bilingual Educations Act 3. LBJ, the Great Society, and the War on Poverty 4. Immigration Act of 1965 L. The Politics of Protest, the of the 1960s 1. Emergence of a new type of Identity, and the Movimiento 2. Chicanos and Vietnam 3. and the farmworker struggle 4. The Crusade for Justice 5. Land Grant Crusade in New Mexico 6. Quest for political power. Unida Party 7. Chicano Student Movement. MECHA and the Plan de Santa Barbara 8. East Moratorium M. Mexican American History since 1970 1. Turn to the right, Republican ascendancy and Mexican Americans 2. Decade of the Hispanic: The 1980s 3. Efforts at political re-districting in California 4. Nativism and anti-immigrant trends in the 1990s 5. The English Only Campaign 6. Proposition 187 and Proposition 209 in California 7. Mexican Americans and the Gulf Wars 8. Political renewal in the Twenty First Century

VI. Lab Content: None

VII. Methods of Instruction: Methods may include, but are not limited to: A. Instructor lectures provide factual information on specific topics and themes. Lectures present a broad spectrum of historical interpretations relating to course topics while noting most important events and developments. B. Student class presentations and group discussions on basic issues, questions, concepts, and evidence that have influenced the writing of Mexican and Mexican American history. C. Viewing video documentaries and using other visual and audio sources to gain a greater understanding of Mexican American history.

VIII. Methods of Evaluation and Assignments: A. Methods of evaluation for degree-applicable courses: Essays [X] Problem-solving assignments (Examples: Math-like problems, diagnosis & repair) [ ] Physical skills demonstrations (Examples: Performing arts, equipment operation) [ ]

For any course, if "Essays" above is not checked, explain why.

B. Typical graded assignments (methods of evaluation): 1. Writing essays in response to specific study questions reviewed in class are used to enhance student critical thinking and analytical skills. 2. Two examinations, a midterm and final exam, to evaluate comprehension and critical analysis of lecture and reading material. Examinations consist of essay and short answer questions. Sample essay question topics would include “North from Mexico: Mexican Immigration to the United States,” “Impact of the 1910 Mexican Revolution on the History of the United States.” 3. Additional exams, primarily short quizzes, employing different evaluation methods aimed at allowing students to show critical thinking and factual understanding of course material.

C. Typical outside of classroom assignments: 1. Reading a. Students are required to read textbook chapters reviewing historical experiences of the Mexican and Mexican American people. For example, chapter five, “The Great Migration, 1900-1930,” in Manuel G. Gonzales, Mexicanos: A History of Mexicans in the United States. b. Outside reading of Mexican and Mexican American fiction and novels such as Rain of God by Victor Villasenor. c. Students required to read articles from internet websites on Mexican and Mexican American history. 2. Writing a. Students will take exams, primarily essay, but also short answer and objective in nature. b. Students will write responses to study questions based on lecture and reading material. c. Students may submit written evaluations of videos shown in class for credit. Sample videos include, “Conquistador: Cortes and the Fall of the Aztec,” “U.S.-Mexican War, 1846-1848,” “ Riots.” 3. Other

IX. Textbooks and Instructional Materials: A. Textbooks/Resources: 1. Manuel G. Gonzales (2009). Mexicanos: A History of Mexicans in the United States (2nd (Newest Ed.)/e). Bloomington Indiana Indiana University Press. 2. Ornelas, M. (2011). Between the Conquests: The Early Chicano Historical Experience (4th (Newest Ed.)/e). Dubuque, IA Kendall Hunt Publishing. 3. Acuna, R. (2014). Occupied America (8th/e). Pearson. 4. Recommend that students watch films such as “The Ballad of ,” “Zoot Suit,” “Salt of the Earth,” “The Other Conquest.” B. Other instructional materials: 1. Recommend that students watch films such as “The Ballad of Gregorio Cortez,” “Zoot Suit,” “Salt of the Earth,” “The Other Conquest.”

X. Minimum Qualifications and Additional Certifications: A. Minimum qualifications: 1. History (Masters Required) B. Additional certifications: 1. Description of certification requirement: 2. Name of statute, regulation, or licensing/certification organization requiring this certification:

XI. Approval Dates Curriculum Committee Approval Date: 11/08/2017 Board of Trustees Approval Date: 11/08/2017 State Approval Date: Catalog Start Date: Fall 2018

XII. Distance Learning Appendix A. Methods of Instruction Methods may include, but are not limited to: 1. District approved LMS would be used to achieve regularly scheduled contact hours, orientation, testing sessions, and to monitor and moderate discussion sessions. The required attendance of specifically scheduled participation in asynchronous discussion, objective exams and/or completion of online writing assignments would be comparable to the traditional classroom contact. Ongoing current event material is added regular and discussion is required.

B. Information Transfer Methods may include, but are not limited to: 1. Chat/IM 2. Collaborative projects: group blogs, wikis 3. Course announcements 4. Discussion boards 5. E-Mail 6. Instructor-provided online materials 7. Lectures (recorded/streaming) 8. Messaging via the LMS 9. Modules on the LMS 10. Personalized feedback 11. Phone/voicemail 12. Podcasts/webinars/screencasts 13. Textbooks 14. Videoconferencing/CCCConfer/Skype

Course ID: 2330