DOCSLIB.ORG

HISTORY of MEXICO Brungardt HIST-A410-001 Bobet 211 MWF: 10:30-11:20Am Spring 2011

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
HISTORY of MEXICO Brungardt HIST-A410-001 Bobet 211 MWF: 10:30-11:20Am Spring 2011 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. History of Mexico 2 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. History of Mexico 3 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: <www.google.com>. This site is especially useful, since a search for an individual country, Mexico in this case, will list the latest news in English. The most important Spanish language news sources on Mexico—such as Proceso, La Jornada, Universal, and La Reforma--can also be googled on google.
Load more

Recommended publications
  • El Capitalismo Británico En Los Inicios Del México Independiente
    Presentación Índice general Índice de autores Búsqueda Ayuda Mapa del sitio Créditos Volumen 6 / Documento 62 [ Anterior | Volumen 6 | Siguiente ] EL CAPITALISMO BRITÁNICO EN LOS INICIOS DEL MÉXICO INDEPENDIENTE ÓSCAR ALATRISTE http://www.iih.unam.mx/moderna/ehmc/ehmc06/662.html Necesidad y conveniencia para México de empréstitos e inversiones extranjeras México surgió a la vida independiente con la gran preocupación de encontrar un medio que salvara al erario público de la penuria, así como también con una falta de capitales que pudieran reanimar el sector de la minería. Los primeros gobiernos dictaron una serie de medidas para reanimar ambos sectores; sin embargo, no fueron suficientes y por lo tanto consideraron que la mejor manera de conseguir fondos parecía ser la consecución de empréstitos extranjeros. La necesidad y la conveniencia de éstos son manifiestas en las voces de altos funcionarios de la época. En mayo de 1822, Francisco de Borja Migoni, comerciante mexicano residente en Londres, escribió al emperador Iturbide ofreciéndole su intervención para negociar un empréstito con Inglaterra. Pensaba que los varios años de residencia en aquel país le permitirían concretarlo en las mejores condiciones.[ 1 ] Migoni reportó que los comerciantes británicos estaban extremadamente interesados en las riquezas y el comercio de México, y reveló que repetidamente ellos le habían preguntado todo lo concerniente a la posibilidad de invertir allí.[ 2 ] Migoni sugería que un préstamo de Inglaterra era conveniente no sólo porque resolvería favorablemente la triste situación de la hacienda imperial, sino también daría a Inglaterra un nuevo interés en apoyar la independencia de México. Al mes siguiente, los legisladores mexicanos discutían la posibilidad de solicitar un préstamo en el extranjero.
    [Show full text]
  • Vera Presidente Sen
    SENADO DE LA REPÚBLICA INSTITUTO BELISARIO DOMÍNGUEZ ENCICLOPEDIA POLÍTICA DE MÉXICO 6 TOMO IV Dirigentes Ancestrales, de la Colonia y del México Independiente Siglos VII-XXI SENADO DE LA REPÚBLICA INST I TUTO BELISARIO DOMÍNGUEZ COMITÉ DIRECTIVO Sen. Manlio Fabio Beltrones Rivera PRESIDENTE Sen. René Arce Islas SecretariO Sen. Fernando Jorge Castro Trenti SecretariO Sen. Ricardo García Cervantes SecretariO SECRETARÍA TÉCNIca Lic. Enrique León Martínez SecretariO TÉCNICO GRUPO EJECUTIVO DE DIReccIÓN Lic. Raúl López Flores Director General de Estudios Legislativos: Investigaciones Sociales Dr. Luis Mendoza Cruz Director General de Estudios Legislativos: Gobierno y Administración Pública Lic. Fernando Pérez Noriega Director General de Estudios Legislativos: Política y Estado Enciclopedia Política de México. Tomos I a VIII. Instituto Belisario Domínguez. Senado de la República, LXI Legislatura Coordinador general de la obra: José de Jesús Covarrubias Dueñas Diseño de portada e interiores: Diseño3 / León García, Carmen Alegría, Yvette Bautista Impresión: Diseño3 y/o León García Dávila. Valle de San Juan del Río No. 10, Col. Vista del Valle, Naucalpan, Estado de México, CP 53290. Primera Edición, agosto 2010 D.R. © Instituto Belisario Domínguez, Senado de la República, LXI Legislatura, 2010 Xicotencatl No. 9 Col. Centro, Delegación Cuauhtémoc, C.P. 06018, México, D.F. Queda prohibida la reproducción parcial o total, directa o indirecta de la presente obra, sin contar previamente con la autorización expresa y por escrito de los editores, en términos de la Ley Federal del Derecho de Autor, y en su caso de los tratados internacionales aplicables. La persona que infrinja esta disposición se hará acreedora a las sanciones legales correspondientes.
    [Show full text]
  • Mexican American History Resources at the Briscoe Center for American History: a Bibliography
    Mexican American History Resources at the Briscoe Center for American History: A Bibliography The Briscoe Center for American History at the University of Texas at Austin offers a wide variety of material for the study of Mexican American life, history, and culture in Texas. As with all ethnic groups, the study of Mexican Americans in Texas can be approached from many perspectives through the use of books, photographs, music, dissertations and theses, newspapers, the personal papers of individuals, and business and governmental records. This bibliography will familiarize researchers with many of the resources relating to Mexican Americans in Texas available at the Center for American History. For complete coverage in this area, the researcher should also consult the holdings of the Benson Latin American Collection, adjacent to the Center for American History. Compiled by John Wheat, 2001 Updated: 2010 2 Contents: General Works: p. 3 Spanish and Mexican Eras: p. 11 Republic and State of Texas (19th century): p. 32 Texas since 1900: p. 38 Biography / Autobiography: p. 47 Community and Regional History: p. 56 The Border: p. 71 Education: p. 83 Business, Professions, and Labor: p. 91 Politics, Suffrage, and Civil Rights: p. 112 Race Relations and Cultural Identity: p. 124 Immigration and Illegal Aliens: p. 133 Women’s History: p. 138 Folklore and Religion: p. 148 Juvenile Literature: p. 160 Music, Art, and Literature: p. 162 Language: p. 176 Spanish-language Newspapers: p. 180 Archives and Manuscripts: p. 182 Music and Sound Archives: p. 188 Photographic Archives: p. 190 Prints and Photographs Collection (PPC): p. 190 Indexes: p.
    [Show full text]
  • Texas on the Mexican Frontier
    Texas on the Mexican Frontier Texas History Chapter 8 1. Mexican Frontier • Texas was vital to Mexico in protecting the rest of the country from Native Americans and U.S. soldiers • Texas’ location made it valuable to Mexico 2. Spanish Missions • The Spanish had created missions to teach Christianity to the American Indians • The Spanish also wanted to keep the French out of Spanish-claimed territory 3. Empresarios in Texas • Mexico created the empresario system to bring new settlers to Texas • Moses Austin received the first empresario contract to bring Anglo settlers to Texas. 4. Moses Austin Moses Austin convinced Mexican authorities to allow 300 Anglo settlers because they would improve the Mexican economy, populate the area and defend it from Indian attacks, and they would be loyal citizens. 5. Moses Austin His motivation for establishing colonies of American families in Texas was to regain his wealth after losing his money in bank failure of 1819. He met with Spanish officials in San Antonio to obtain the first empresario contract to bring Anglo settlers to Texas. 6. Other Empresarios • After Moses Austin death, his son, Stephen became an empresario bring the first Anglo-American settlers to Texas • He looked for settlers who were hard- working and law abiding and willing to convert to Catholicism and become a Mexican citizen • They did NOT have to speak Spanish 7. Other Empresarios • His original settlers, The Old Three Hundred, came from the southeastern U.S. • Austin founded San Felipe as the capital of his colony • He formed a local government and militia and served as a judge 8.
    [Show full text]
  • Collective Memory, Adina De Zavala and the Tejana
    MISSED IDENTITY: COLLECTIVE MEMORY, ADINA DE ZAVALA AND THE TEJANA HEROINE WHO WASN’T by SUZANNE SEIFERT COTTRAUX Presented to the Faculty of the Graduate School of The University of Texas at Arlington in Partial Fulfillment of the Requirements for the Degree of MASTER OF HISTORY THE UNIVERSITY OF TEXAS AT ARLINGTON May 2013 Copyright © by Suzanne Seifert Cottraux All Rights Reserved ii Acknowledgements Writing this Master’s thesis has represented one of the most challenging and rewarding projects I have ever undertaken, and I would not have been able to accomplish it without the unwavering guidance, support, and encouragement of my committee chairman, Dr. Stephanie Cole. As my research progressed and my perspectives about Adina De Zavala continued to evolve, Dr. Cole provided astute insights, profound questions, and an enthusiasm that quickly equaled my own about the topic. Once I commenced writing, she served as an accessible and supportive sounding board—often “talking me off the ledge”—and ensured that I maintained both my focus and my point of view. Her sense of humor helped quite a bit, too. In addition to Dr. Cole, I must express my deepest appreciation for my committee members, Dr. Joyce Goldberg, Dr. Sam Haynes, and Dr. Stephen Maizlish. Drs. Goldberg and Maizlish, familiar with my work in the graduate program, held my efforts to extremely high standards and helped ensure that my final thesis would truly represent the best of my abilities. Dr. Haynes’ in-depth knowledge of Texas history also proved invaluable in this process and will be critical in my future work.
    [Show full text]
  • Chapter 10 Sec 3.Pdf
    TXSE_3_10_p214-233 11/22/02 10:15 AM Page 229 Why It Matters Now The constitution written by the 3 Texas Gains Independence Texas delegates to the Consultation established the basis for Texas government today. TERMS & NAMES OBJECTIVES MAIN IDEA Convention of 1836, 1. Explain the significance of the Convention The Convention of 1836, held while George Childress, ad of 1836. the battles of the Texas Revolution interim, Lorenzo de Zavala, 2. Identify the significance of the year 1836. were being fought, declared that Treaties of Velasco, Texas was independent of Mexico. annexation The Treaties of Velasco marked the end of the Texas Revolution and the beginning of the Republic of Texas. Imagine that the Texas Revolution has just ended. You left your home WHAT Would You Do? during the Revolution for safer ground. Now that the fighting is over, Write your response you are about to return home. What do you expect to find when you get to Interact with History in your Texas Notebook. there? What are your hopes for the newly independent nation of Texas? Time for a Decision While one group of revolutionaries was fighting for Texas on the battlefield, another group was meeting to decide Texas’s fate. The defend- ers at the Alamo were under fire from Santa Anna, and Texas still had not officially declared independence from Mexico. When delegates to the first Consultation met in November 1835, they had a decision to make. Should they support Texas remaining a part of Mexico and continue to work on restoring the state’s rights granted in the Constitution of 1824? Or should they seek independence? They called a second meeting of the Consultation on March 1, 1836, hoping that events would help them make their decision.
    [Show full text]
  • Redalyc.La Hacienda Pública Y La Transformación Del Sistema
    Análisis Económico ISSN: 0185-3937 [email protected] Universidad Autónoma Metropolitana Unidad Azcapotzalco México Carbajal Arenas, Lilia La Hacienda Pública y la transformación del sistema financiero mexicano en el siglo XIX Análisis Económico, vol. XXVII, núm. 66, 2012, pp. 307-329 Universidad Autónoma Metropolitana Unidad Azcapotzalco Distrito Federal, México Disponible en: http://www.redalyc.org/articulo.oa?id=41326845013 Cómo citar el artículo Número completo Sistema de Información Científica Más información del artículo Red de Revistas Científicas de América Latina, el Caribe, España y Portugal Página de la revista en redalyc.org Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto La Hacienda Pública y la transformación del sistema financiero… 307 Análisis Económico Núm. 66, vol. XXVII Tercer cuatrimestre de 2012 La Hacienda Pública y la transformación del sistema financiero mexicano en el sigloXIX (Recibido: agosto/012–aprobado: octubre/012) Lilia Carbajal Arenas* Resumen El enfoque ortodoxo en torno a la transformación del sistema fiscal heredado de la Colonia, propició el surgimiento de prestamistas que aprovecharon las necesidades del gobierno fe- deral para especular e imponer condiciones de usura, este mismo enfoque impidió el uso del papel-moneda necesario para impulsar la actividad comercial y la unificación del mercado nacional. Por otra parte, la posición heterodoxa fue abanderada por quienes veían la nece- sidad de obtener recursos orientados a aliviar el creciente gasto público –recurriendo a otro tipo de fuentes: solicitar préstamos a otros países y ampliar la base tributaria de impuestos existentes con el fin de hacerlos más rentables, como fue el caso de los derechos aduanales y el uso del papel sellado.
    [Show full text]
  • Further Readings
    Further Readings Core Essay The American Latino (Stephen J. Pitti) Acosta‐Belén, Edna and Carlos E. Santiago. Puerto Ricans in the United States: A Contemporary Portrait. Latinos, Exploring Diversity and Change. Boulder, CO: Lynne Rienner Publishers, 2006. Alvarez, Luis. The Power of the Zoot: Youth Culture and Resistance During World War II. Berkeley: University of California Press, 2008. Amezcua, Mike. “The Second City Anew: Mexicans, Urban Culture, and Migration in the Transformation of Chicago, 1940‐1965.” PhD diss., Yale University, 2011. Blackwelder, Julia Kirk. Women of the Depression: Caste and Culture in San Antonio, 1929­1939. College Station: Texas A&M University Press, 1984. Buitron, Richard A. The Quest for Tejano Identity in San Antonio, Texas, 1913­2000. New York: Routledge, 2004. Burgos, Adrián. Playing America’s Game: Baseball, Latinos, and the Color Line. Berkeley: University of California Press, 2007. Burt, Kenneth C. The Search for a Civic Voice: California Latino Politics. Claremont, CA: Regina Books, 2007. Candelario, Ginetta E. B. Black Behind the Ears: Dominican Racial Identity from Museums to Beauty Shops. Durham, NC: Duke University Press, 2007. Capo, Julio. “It’s Not Queer to Be Gay: Miami and the Emergence of the Gay Rights Movement, 1945‐ 1995.” PhD diss., Florida International University, 2011. Casas, Maria Raquél. Married to a Daughter of the Land: Spanish­Mexican Women and Interethnic Marriage in California, 1820­1880. Reno: University of Nevada Press, 2007. Castañeda, Antonia I. “Presidarias Y Pobladoras: Spanish‐Mexican Women in Frontier Monterey, Alta California, 1770‐1821.” PhD diss., Stanford University, 1990. Chávez‐García, Miroslava. Negotiating Conquest: Gender and Power in California, 1770s to 1880s.
    [Show full text]
  • Lorenzo De Zavala (1788-1836)
    Lorenzo de Zavala (1788-1836) No matter where he lived, Lorenzo de Zavala was a leader who believed in democracy. In both Mexico and Texas, he worked hard to put this belief into action. Manuel Lorenzo Justiniano de Zavala y Sáenz was born in 1788 in Mexico, the middle child in a large family. Zavala received a good education. When he graduated in 1807, he founded the first newspaper in the Yucatán. At that time, Mexico was under Spanish rule. Zavala favored democratic reforms. He wrote many articles to promote his ideas. In 1814, the Spanish government sent Zavala to prison for three years for his ideas. In 1821, Mexico became independent from Spain. In 1822 and 1824, Zavala joined the Mexican conGress. He worked to help write a constitution and set up a democratic government for Mexico. Zavala stayed active in this new Government for the next ten years. He served in the Mexican Senate, and then he became governor of the state of Mexico and served as secretary of the treasury. In 1834, the Mexican president, Santa Anna, appointed Zavala to represent Mexico in France. While Zavala was in Paris, he learned that Santa Anna had taken control of the Mexican government as a dictator. Zavala stayed true to his democratic values. He resigned from his position and spoke out against Santa Anna. Santa Anna ordered Zavala to return to Mexico, but Zavala refused. Instead, he made his way to Texas. Zavala got involved in Texas politics right away. He wrote articles encouraging Texans to support a revolution.
    [Show full text]
  • Yucatán De Zavala.Pdf
    Esta obra de Marcela González Calderón fue ganadora, en la modalidad de tesis de maestría, del Certamen Internacional de Historia “Independencia y Revolución: Gestas de Identidad Nacional”, convocado por el Gobierno del Estado de México, a través del Consejo Editorial de la Administración Pública Estatal, en 2010. El jurado estuvo integrado por Édgar Alfonso Hernández Muñoz, Rosa Elena Ríos y Alfonso Sánchez Arteche. Leer para pensar en grande COLECCIÓN IDENTIDAD | HISTORIA Marcela González Calderón Eruviel Ávila Villegas Gobernador Constitucional Raymundo Édgar Martínez Carbajal Secretario de Educación Consejo Editorial: Ernesto Javier Nemer Álvarez, Raymundo Édgar Martínez Carbajal, Erasto Martínez Rojas, Édgar Alfonso Hernández Muñoz, Raúl Vargas Herrera Comité Técnico: Alfonso Sánchez Arteche, Félix Suárez, Marco Aurelio Chávez Maya Secretario Técnico: Agustín Gasca Pliego El Yucatán de Zavala: sus primeros años © Primera edición. Secretaría de Educación del Gobierno del Estado de México D.R.© Gobierno del Estado de México Palacio del Poder Ejecutivo Lerdo poniente núm. 300, colonia Centro, C.P. 50000, Toluca de Lerdo, Estado de México. ISBN: 978-607-495-196-7 © Consejo Editorial de la Administración Pública Estatal. 2012 www.edomex.gob.mx/consejoeditorial Número de autorización del Consejo Editorial de la Administración Pública Estatal CE: 205/01/62/12 © Marcela González Calderón Impreso en México Queda prohibida la reproducción total o parcial de esta obra, por cualquier medio o procedimiento, sin la autorización previa del Gobierno del Estado de México a través del Consejo Editorial de la Administración Pública Estatal. ÍNDICE AGRADECI MIENTOS 9 INTRODUCCIÓN 11 ESTADO DE LA CUESTIÓN 12 LAS F UENTES 24 EL CAPITULADO 26 EL PERSONAJE EN EL ESPACIO 29 LOS PRIMEROS PASOS.
    [Show full text]
  • Cuadernos De Viaje: Contemporary Mexican Travel-Chronicles
    2807563983 Cuadernos de Viaje: Contemporary Mexican Travel - Chronicles Thea Pitman, Doctoral Thesis University College London, 1999 ProQuest Number: U643485 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest U643485 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ABSTRACT This thesis aims to prove the existence of contemporary Mexican travel-chronicling. Section 2 concentrates on two recent series of travel-chronicles commissioned by Alianza Editorial Mexicana and the Consejo Nacional para la Cultura y las Artes (1989-1997). The purpose of this section is to examine the variety of contemporary, and possibly postmodern, approaches to this stubbornly realist and traditional genre. Authors studied in detail are: Juan Villoro and Francisco Hinojosa (an ironic approach to the effects of postmodemity and postmodernism on Mexican life and the practice of travel-chronicling); Rafael Ramirez Heredia and Orlando Ortiz (the commonplaces of the contemporary travel- chronicle); Hector Perea and Alvaro Ruiz Abreu (an increasingly speculative, metaphorical approach); Fernando Solana Olivares and Hugo Diego Blanco (a move towards ‘archival fictions’ (Gonzalez Echevarria) which use previous travel-chronicles as an ‘archive’, rather than as models for form and content).
    [Show full text]
  • The Convention of 1836 Main Ideas Key Terms and People 1
    DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A Section 4 The Convention of 1836 Main Ideas Key Terms and People 1. The Convention of 1836 declared Texan independence. • Convention of 1836 2. The Constitution of 1836 established the first • Lorenzo de Zavala government for the Republic of Texas. • George C. Childress • popular sovereignty Why It Matters Today • bill of rights On March 2, 1836, convention delegates adopted the • petition Texas Declaration of Independence. Today, March 2 is an • ad interim official state holiday. Use current events sources to learn • David G. Burnet about how people around the world celebrate their nations’ independence today. TEKS: 1B, 3B, 3C, 3D, 14A, 21A, 21B, 21D, 22D The Story Continues myNotebook Rain made travel rough. But on March 1, 1836, delegates began to arrive in Washington-on-the-Brazos. At the newly Use the annotation tools in your eBook built settlement, delegates found the streets full of ankle- Bleed Art Guide: to take notes on the deep mud. The convention met in a small unfurnished All bleeding art should be extended fullyevents to the and results bleed guide. of the Convention building. Only cloth covered its window openings, and chilly of 1836. winds blew through the building regularly. In spite of the uncomfortable conditions, the delegates were determined to accomplish their task. Texas Declares Independence Art and Non-Teaching Text Guide: Folios, annos, standards, non-bleeding art, etc. should never go beyond this guide on any side, 1p6 to trim. At Washington-on-the-Brazos, a group of prominent Texans waited anx- iously for news from the Alamo.
    [Show full text]