HISTORY OF MEXICO Brungardt HIST-A410-001 Bobet 211 MWF: 10:30-11:20am Spring 2011
DESCRIPTION: This course surveys the history of Mexico from the beginning to the present.
GRADES: Loyola's final letter grades are: F, D, D+, C-, C, C+, B-, B, B+, A-, and A, and in this course they can be averaged by using the numbers 0 through 10. Your final grade is 1/3 quizzes, 1/3 discussion, and 1/3 final exam.
Quizzes (1/3 of final grade) Ordinarily at the beginning of every class, promptly at 9:30 there will be a three-minute quiz that is worth ten points. A sample quiz that does not count against you will be given Monday, January 10; any points scored will be added as bonus points to any future points you may accumulate. Thereafter there will be daily quizzes ordinarily for the duration of the semester. The total scored will be divided by the total possible score, that is, for example, 40 quizzes x 10 points equal a total possible score of 400, and if the total scored was 325, then the percent scored would be 81.25% and the equivalent letter grade would be C+. The corresponding letter grades for the percentages would be the following:
A = 96-100% = 10 B- = 84-86 = 6 D+ = 73-74 = 2 A- = 93-95 = 9 C+ = 81-83 = 5 D = 70-72 = 1 B+ = 90-92 = 8 C = 78-80 = 4 F = 0-69 = 0 B = 87-89 = 7 C- = 75-77 = 3
No make-ups are given for these quizzes, ever! Anyone who is not in their seat when the quiz is handed out is automatically late, and while they may take the quiz, they must hand it in at the same time as the others. It is imperative, therefore, that you are in class and on time. There will be bonus points structured into the quizzes, worth an additional 10 points, so that even if a perfect score is 10, a student may actually get 20 points, and, as a result, have extra points accumulated to make up for the shortfall when the student does poorly. Therefore, the diligent student will be able to accumulate more than enough points at the end of the semester for a perfect score (100%, that is, an "A") even if s/he has missed two or three classes. But attendance is a prerequisite for taking the quiz, and study beforehand is essential for mastering the detail that will appear on the quizzes. Diligent students may get as much as 150 or even 175% on their quizzes, and while this does not carry over in a mathematically exact formula to their discussion and final exam grades, it does suggest the kind of due diligence that a student should be rewarded for when it comes time to assign a discussion grade. The quizzes are designed so that you will read and study beforehand the basic content to be covered that day in class. It is the mastery of this detail that will lead you to a synthesis and coherent overview of the history of Latin America. If for any reason a class is canceled, the quiz for the day class was not held plus the regular quiz will be given to test the student on the material assigned for both days. Therefore, there would be two quizzes given on the day classes meet for the first time after a canceled class, and three quizzes given on the day classes meet for the first time after two classes had been canceled one after the other. This has happened in the past when New Orleans was under the threat of a hurricane.
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A typical quiz question might be a single ID, an identification, key term, summary term, phrase, or question. They can be found in the syllabus after “IDs:” for each of the dates on which you will have class. A typical ID or key term would require you to identify the item in terms of: 1) what the item is (person, place, thing, artistic movement, political institution, book, etc.) and where it is found geographically, 2) what the dates are for its existence, and, most importantly, 3) why it is important. In this case 2-3 points would be scored for correctly identifying the item and its geographical context, another 2-3 points would be acquired for providing the correct chronology, and 5-6 points would be credited for correctly indicating its importance. This would total ten points. Your bonus question might be another ID. Typical IDs might be Cuauhtémoc, Aztecs, Cortés, Hidalgo, La Reforma, The Porfiriato, Zapata, NAFTA, PRI, and so on. In the syllabus there is a list of IDs from your textbook The Course of Mexican History for each class date, and it is from this list that the IDs will be selected for the quiz and on which you should obviously concentrate when you study. Some dates, such as 1519, 1910 or 1968., are so fundamentally important in dividing one period from another that they may stand alone as an ID, in which case you should be able to state what happened in that particular year and why it marked a watershed in the history of Mexico. Please note that no IDs are isolated from the book Opening Mexico but important issues, subjects, personages, events, and dates will be fair game as possible ID selections for your quizzes. Chapter headings in Opening Mexico may will be the most logical choice as an ID worthy of selection on your quizzes. Therefore, pay attention to the importance and meaning of your chapter title, headings, and subheadings. Another quiz or bonus question might provide you with a blank map of Mexico with rivers, seas, and lines dividing land from water or states from states but with no names, and you would be asked to locate five places correctly on the map. For example, Mexico City, Veracruz, Coahuila, Acapulco, and Guadalajara might appear. You would need to correctly locate these items on the blank map. The Course of Mexican History book has a map of all of Mexico on page 426. You need to study this map with great diligence, since this map will appear from time to time on quizzes. Blank maps will be provided to you before you take a map quiz, and you can use these blank maps to practice locating possible map questions.
Native Spanish speakers may write their quizzes in Spanish if they prefer.
Discussion: (1/3 of final grade) grade determined by participation and especially by the quality and relevance of the remarks made. The professor will ask questions directly of student to which student will respond correctly or incorrectly. Students who are able to take these "correct answers" as building blocks or starting points and 1)cite analogous situations, 2)offer appropriate criticism of the comparisons made, and 3)synthesize the question at hand have gone a long way to mastering the art of discussion and will be rewarded accordingly with a higher grade. Synthesis by definition includes an ever increasing hierarchy of correct response, analogy, and criticism. Synthesis is the culmination. Correct responses are made up of self-evident facts, dates, chronology, events, personages, and sequences of events that can be clearly established from the assigned readings. These "facts" or "correct responses" offer a starting point with which a student can make comparisons or analogies with what the student already knows. This provides linkage with a larger construct which the student can then subject to criticism and analysis. After a certain amount of reflection, appropriate conclusions can be drawn. This synthesis provides nuance, depth, and dynamic explanation to the larger issue.
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Final Exam: (1/3 of final grade) This exam is divided into four parts, each one worth 25% of the exam grade. Parts I & II each usually have 5 identifications of which you should answer four and eliminate one in each part. Parts III & IV each have two essay questions of which you should answer one and eliminate the other one in each part. Study the obvious and most important items that are discussed in class, that appear in your textbooks, and on your quizzes, because these are ordinarily what are selected for examination. FINAL EXAM is Friday, May 6, 11:30-1:30 p.m. in Bobet 221.
HISTORIOGRAPHICAL READINGS: Maurice P. Brungardt, “Latin America: Colonial,” & “Latin America: National (since 1810),” in Kelly Boyd (ed.), Encyclopedia of Historians and Historical Writing (London/Chicago: Fitzroy Dearborn Publishers, 1999), Vol. I: A-L, pp. 686-690 & 690-694. Readings passed out to students free on the first day of class. Abbreviated as MPB
BOOKS: Azuela, Mariano. Los de abajo (The Underdogs). Any edition. Native Spanish speakers should read the Spanish edition.
Meyer, Michael C., Sherman, William L., & Deeds, Susan M. The Course of Mexican History. 7th ed. New York: Oxford Univ. Press, 2003. Abbreviated as CMH.
Preston, Julio and Dillon, James. Opening Mexico. Abbreviated as OM.
Rulfo, Juan. El llano en llamas y otro cuentos (The Burning Plain & Other Stories. Translated & Published by the University of Texas Press. Native Spanish speakers should read the Spanish edition.
INTERNET SITES: Anyone wanting contemporary information on individual Latin American countries, such as Mexico, should try the web site:
COURSE CALENDAR
01st Week INTRODUCTION: GEOGRAPHY, PRESENT-DAY MEXICO, ITS HISTORIOGRAPHY & PRE-COLUMBIAN PAST M 01-10 Why Study Mexico? Geography & Map of Mexico (CMH, p. 426) IDs: the States of Mexico and their capital cities W 01-12 Mexico in the Historiography of Colonial Latin America (MPB, 686-690) IDs: Main Issues & Subjects of the Historiography: Pre-Columbian, Discovery, Conquest, Colonial Period, Independence, National Period, demographic disaster, mixing of the races, slavery, skewed development, understanding the Pre-Columbian past, land, precious metals, 18th Century Reforms, and Independence. F 01-14 Mexico in the Historiography of the Latin America’s National Period (MPB, 690-694) IDs: Main Issues & Subjects of the Historiography: nationalism, development, modernization, liberalism, conservatism, structuralism, dependency, barbarism, positivism, revolution, Daniel Cosío Villegas, race, authoritarianism, neoliberalism
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& Pre-Columbian Mexico to the Post Classic Period (CHM, pp. v-x; 3-34; OM, pp. ix-xii) IDs: PRI, PAN, Vicente Fox, Periods in Mexican History, Valley of Mexico, chinampas, Olmec, Veracruz, Olmec heads, Classic Period, Tláloc, Quetzalcóatl, Teotihuacán, Cholula, Puebla, Monte Albán, The Maya, Tikal, Palenque,
02nd Week THE PRE-COLUMBIAN PAST & THE CONQUEST M 01-17 Martin Luther King Jr’s Birthday Holiday W 01-19 Post-Classic & the Aztecs (CMH, 30-73; OM, 3-15) IDs: Post Classic Period, Toltecs, Tula, Topiltzin-Quetzalóatl, Zapotecs, Mixtecs, Mitla, Oaxaca, Chacmools, Chichén Itzá, Chichimecs, Valley of Mexico, Aztecs (Mexica), Culhuacán, Atzcapotzalco, Tezozomoc, Tenochtitlán, Texcoco, Nezahualcóyotl, Moctezuma II, Aztec Empire, Tlaxcala, "Wars of Flowers", calmécac, pochteca, macehualtin, calpullis, population F 01-21 The Spanish Conquest (CMH, 77-97; OM, 15-29) IDs: Reconquista (Reconquest), caballeros, hidalgos, Diego Velázquez, Fernando Cortés, Maliche (Doña Marina), Veracruz (La Villa Rica de la Vera Cruz), Tlaxcalans, Cholula, The Narváez Expedition, Pedro de Alvarado, Noche Triste,
03rd Week THE CONQUEST & THE COLONIAL PERIOD M 01-24 Spanish Settlement of Mexico (CMH, 98-113; OM, 31-45) IDs: Encomienda System, Marqués del Valle de Oaxaca, Casa de Contratación, Council of the Indies, audiencia, viceroy, Antonio de Mendoza, Francisco Vázquez de Coronado W 01-26 Colonial Gov & Economy (CMH,117-141; OM, 45-61) IDs: "Obedezco pero no cumplo," visitador, visita, residencia, cabildo, criollos (Creoles), El Draque, encomiendas, tamemes, mining, Zacatecas, Guanajuato, San Luis Potosí, Pachuca, buillionism, Bajío, obrajes, gremios, Consulado, Puebla, Manila Galleon, alcabala F 01-28 16th & 17th Century Church, Society, & Culture (CMH, 142-190; OM, 63- 77) IDs: patronato real (royal patronage), secular & regular clergy, Juan de Zumárraga, Juan Diego, Virgin of Guadalupe, Religious Conquest, Juan de Palafox, Inquisition, autos de fé, mestizos, peninsulares, Creoles, Indian Population, Sor Juana Inés de la Cruz, Architecture, Puebla (poblano) style, Baroque, Churrigueresque
04th Week 18TH CENTURY IMPERIAL REORGANIZATION, INDEPENDENCE & NATIONHOOD M 01-31 Bourbon Reforms (CMH, 193-203; OM, 77-93) IDs: Charles II, El Hechizado (the Bewitched), War of the Spanish Succession, Cádiz, Charles III, José de Gálvez, missions, presidios, Commandant General, intendants, subdelegados, expulsion of the Jesuits, mercantilism & free trade W 02-02 Social Stress & Independence (CMH, 204-238; OM, 95-115) IDs: wealth, latifundia, population increase, criollos, americanos, Act of Consolidation, Invasion of Spain, Manuel de Godoy, Miguel Hidalgo y Costilla, Grito de Dolores, José María Morelos y Pavón, Iturbide, Plan de Iguala, Agustín I, Empire, Antonio López de Santa Anna F 02-04 Monarchy or Republic? Conservative or Liberal? Centralist or Federalist? (CMH, 241-248; OM, 117-135) IDs: Constitution of 1824, fueros, Guadalupe Victoria/Nicolás Bravo, Masons, Vicente Guerrero/Manuel Gómez Pedraza, Spanish Invasion, Federalist/Centralist, Anastasio Bustamanate, Antonio López de Santa Anna, Valentín Gómez Farías, Siete Leyes (Constitution of 1836)
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05th Week THE U.S.-MEXICAN WAR & LA REFORMA M 02-07 NO CLASS BUT DO READ ALL OF Mariano Azuela's Los de abajo (The Underdogs) W 02-09 Texas, War with the U.S., & Mexican Society (CMH, 249-280; OM, 135- 147) IDs: Texas, Lorenzo de Zavala, Alamo, Goliad, San Jacinto, U.S.-Mexican War, Treaty of Guadalupe Hidalgo, and Gadsden Purchase, population (1800-1850), Puebla, Aguascalientes, Mérida, Veracruz, Guanajuato, Chihuahua, Durango, Guadalajara, Mexico City, José Mariano Elízaga, Lucas Alamán F 02-11 La Reforma (CMH, 283-290; OM, 149-165) IDs: Revolution/Plan of Ayutla, Melchor Ocampo, Michoacán, Santo Degollado, Guillermo Prieto, Benito Juárez, Oaxaca, Ley Juárez, Ley Lerdo, Ley Iglesias, Constitution of 1857, War of the Reform, Conservatives/Liberals
06th Week THE FRENCH INTERVENTION, THE RESTORED REPUBLIC, 1867-1876; & THE PORFIRIATO, 1876-1910 M 02-14 The French Intervention, The Restored Republic, Society & Culture (CMH, 290-319; OM, 165-180) IDs: Benito Juárez, French Intervention, Porfirio Díaz, Cinco de Mayo, Maximilian & Carlota, Conservatives/Liberals, Querétaro, Juárez's Third Term, rurales, Sebastián Lerdo de Tejada, Plan de la Noria, Plan de Tuxtepec, Gabino Barreda, "Liberty, Order, & Progress" W 02-16 The Beginnings of Modernization in Mexico (CMH, 323-336; OM, 181- 197) IDs: Mexico in 1876, Order & Progress, González Presidency, Return of Díaz, científicos, José Limantour, railroad boom, mining, Cananea (Sonora), oil, F 02-18 The Costs of Modernization & Society & Culture (CMH, 435-460; OM, 197-217) IDs: Pax Porfiriana, rurales, jefes políticos, Justo Sierra, hacendados/haciendas, ejidos, peones, tienda de raya, population (1874-1910), social classes, José Guadalupe Posada, José López Portillo y Rojas, Art Academy of San Carlos, Diego Rivera, José Clemente Orozco, Gerardo Murillo (Dr. Atl), Justo Sierra
07 Week THE LIBERAL INDICTMENT & THE MEXICAN REVOLUTION OF 1910 M 02-21 The Liberal Indictment (CMH, 361-368; OM, 217-227) IDs: the critics & their indictment, the church, Flores Magón brothers, Regeneración, Liberal Plan, labor unrest, Cananea, textile mills, Río Blanco, Andrés Molina Enríquez/Los grandes problemas nacionales, Francisco I. Madero, Anti-Re-Electionist Cause W 02-23 The Overthrow of Díaz (CMH, 368-378; OM, 229-256) IDs: Plan de San Luis Potosí, Aquiles Serdán, Pascual Orozco, Pancho Villa, Ciudad Juárez, León de la Barra, Emiliano Zapata F 02-25 The Failure of Madero & of Huerta (CMH, 379-397; OM, 257-274) IDs: Francisco Madero, Emiliano Zapata, Plan de Ayala, Bernardo Reyes, Vásquez Gómez brothers, Pascual Orozco, Plan Orozquista, Félix Díaz, Decena Trágica, Victoriano Huerta, Venustiano Carranza, Plan de Guadalupe, Alvaro Obregón, U.S. Intervention, Woodrow Wilson, Tampico, Veracruz,
08th Week QUEST FOR ORDER & THE MEXICAN REVOLUTION AS LITERATURE (AZUELA) Read all of Mariano Azuela's Los de abajo (The Underdogs)
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M 02-28 Quest for Order; Society & Cuture & Revolution (CMH, 398-422; OM, 275-289) IDs: Convention of Aguascalientes, Zapatistas, Villistas, Battle of Celaya, Alvaro Obregón, Pancho Villa, Columbus New Mexico, Ge. John J. Pershing, Constitution of 1917 (Articles 3, 27, 123), Querétaro, Carranza Presidency, Plan de Agua Prieta, Adolfo de la Huerta, Plutarco Eliás Calles, soldadera, Mariano Azuela, Los de abajo W 03-02 Los de abajo (The Underdogs) (read all and OM, 289-299) IDs: all the major and minor characters in the novel, beginning and end of the novel, plot line and major events in the novel, and any metaphors or background scenes that suggest the nature and course of social revolutions and in particular Mexican identity and national character. F 03-04 Los de abajo (The Underdogs) (read all and OM, 301-321) IDs: all the major and minor characters in the novel, beginning and end of the novel, plot line and major events in the novel, and any metaphors or background scenes that suggest the nature and course of social revolutions and in particular Mexican identity and national character.
09th Week MARDI GRAS HOLIDAYS: M-F MARCH 7-11 Read all of Juan Rulfo"s El Llano en llamas y otros cuentos (The Burning Plain and Other Short Stories). M 03-07 Mardi Gras Holiday W 03-09 Mardi Gras Holiday F 03-11 Mardi Gras Holiday
10th Week THE MEXICAN REVOLUTION AS LITERATURE (JUAN RULFO) Read all of Juan Rulfo"s El Llano en llamas y otros cuentos (The Burning Plain and Other Short Stories). M 03-14 El Llano en llamas y otros cuentos (The Burning Plain and Other Short Stories) (Read "Macario," "They gave us the land," The Hill of the Comadres," "We're very poor," "The man," and "At daybreak" and OM, 323-341) IDs: all the major and minor characters in each of the short stories, the beginning and end of each short story, the plot line and events in each short story, and any metaphors or background scenes that suggest the nature of man and the course of the Mexican social revolution, its institutions, values, and goals, and anything related to Mexican identity and national character W 03-16 El Llano en llamas y otros cuentos (The Burning Plain and Other Short Stories) (Read "Talpa," "The Burning Plain," "Tell them not to kill me!," and "Luvina" and OM, 341-352) IDs: all the major and minor characters in each of the short stories, the beginning and end of each short story, the plot line and events in each short story, and any metaphors or background scenes that suggest the nature of man and the course of the Mexican social revolution, its institutions, values, and goals, and anything related to Mexican identity and national character F 03-18 El Llano en llamas y otros cuentos (The Burning Plain and Other Short Stories) (Read "The night they left him alone," "Remember," "No dogs bark," "Paso del Norte," "Anacleto Morones." And OM, 353-374) IDs: all the major and minor characters in each of the short stories, the beginning and end of each short story, the plot line and events in each short story, and any metaphors or background scenes that suggest the nature of man and the course of the Mexican social revolution, its institutions, values, and goals, and anything related to Mexican identity and national character
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11th Week OBREGON & CALLES, 1920-1934 M 03-21 The Rule of Alvaro Obregón (CMH, 425-423; OM, 374-384) IDs: Alvaro Obregón, oil, Article 3, José Vasconcelos, muralists, article 123, CROM, Luis Morones, U.S.-Mexican Relations, Article 27, Bucareli Agreements, 1923 Revolt, Pancho Villa, Adolfo de la Huerta, W 03-23 The Rule of Plutarco Calles, 1924-1934 (CMH, 434-443; OM, 385-403) IDs: Plutarco Elías Calles, land reform, labor, education, health, U.S. Mexican Relations, "positive acts", Dwight Morrow, Cristero Rebellion, 1928, José de León Toral, The Maximato, PNR, Emilio Portes Gil, Pascual Ortiz Rubio, Abelardo Rodríguez F 03-25 BLANK
12th Week CARDENAS & THE MEXICAN REVOLUTION, SOCIETY & CULTURE M 03-28 Cárdenas & The Mexican Revolution (CMH, 444-454; OM, 405-419) IDs: Lázaro Cárdenas, Calles, Saturnino Cedillo, land reform, ejido, education, labor, Vicente Lombardo Toledano, CTM, oil companies, PRM, PEMEX W 03-30 Society and Culture (CMH, 455-467; OM, 419-432) IDs: rural schools, Mexican Cinema, autos, Mexico City, Rufino Tamayo, Juan O'Gorman, David Alfaro Siqueiros, Diego Rivera, José Clemente Orozco, Frida Kahlo F 04-01 Mexican Art of the 20th Century
13th Week THE END OF THE MEXICAN REVOLUTION: MEXICO SINCE 1940 M 04-04 BLANK W 04-06 The Administration of Avila Camacho (CMH, 471-478; OM, 441-460) IDs: Camacho, PAN, CTM, Fidel Velásquez, braceros, industrialization, PRI F 04-08 The Institutionalized Revolution, 1946-1964 (CMH, 478-485; OM, 461-472) IDs: Miguel Alemán, Pan-American Highway, National University (UNAM), tourism, Ruiz Cortines, devaluation, IMSS, population, Daniel Cosío Villegas, Adolfo López Mateos, railroad strike, Cuban Revolution, The Third World, One-Party System
14th Week THE MEXICAN SYSTEM UNDER SIEGE & MEXICO SINCE 1988 M 04-11 October 2, 1968 & Echeverría (CMH, 486-503) IDs: Gustavo Díaz Ordaz, student movement, Olympic Games, Tlatelolco, Plaza de las Tres Culturas, kipnappings, Lucio Cabañas, deficits, devaluation, land reform, Excélsior, Julio Scherer García W 04-13 López Portillo & A Bankrupt Mexico (CMH, 504-515; OM, 472-476) IDs: José López Portillo, oil, SAM, debt, "Dog HIll," Miguel de la Madrid, PEMEX, Jorge Díaz Serrano, "El Negro Durazo," nationalization of the banks, devaluation, September 19, 1985, U.S.-Mexican Relations, coyotes, Enrique Camarena F 04-15 Mexico Since 1988 (CMH, 516-522; OM, 478-487) IDs: 1988 elections, Jacobo Zabludovsky, Televisa, PAN, Manuel Clouthier, Cuauhtémoc Cárdenas, Carlos Salinas de Gortari, Ernesto Ruffo, La Quina, the Church, the land question, NAFTA
15th Week EASTER HOLIDAYS M 04-18 Easter Holidays W 04-20 Easter Holidays F 04-22 Easter Holidays
16th Week EASTER HOLIDAY & MEXICO SINCE 1988
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M 04-25 Easter Holidays W 04-27 Mexico Since 1988 (CMH, 522-544; OM, 487-497) IDs: Zapatistas, Chiapas, Jan. 1, 1994; Marcos, Luis Donaldo Colosio, José Francisco ruiz Massieu, Ernesto Zedillo, the collapse of the peso, four brothers, PRD, elections of 2000, PAN, Vicente Fox, Jorge Castañeda, the Zapatistas, 9-11-01, U.S.- Mexican Relations F 04-29 Society & Culture Since WWII (CMH, 545-565; OM, 497-517)
17th Week REVIEW & FINAL EXAM M 05-02 Review W 05-04 Review F 05-06 Final Exam is Friday, May 6, 11:30-1:30 p.m.
N.B In case of hurricane evacuation, take your two textbooks—The Course of Mexican History and Opening Mexico with you! And check the course on blackboard for assignments.