Borders, Bandits, and One Revolting Plan
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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. -
US Army Logistics During the US-Mexican War and the Postwar Period, 1846-1860
CATALYST FOR CHANGE IN THE BORDERLANDS: U.S. ARMY LOGISTICS DURING THE U.S.-MEXICAN WAR AND THE POSTWAR PERIOD, 1846-1860 Christopher N. Menking Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS December 201 9 APPROVED: Richard McCaslin, Major Professor Sandra Mendiola Garcia, Committee Member Andrew Torget, Committee Member Alexander Mendoza, Committee Member Robert Wooster, Outside Reader Jennifer Jensen Wallach, Chair of the Department of History Tamara L. Brown, Executive Dean of the College of Liberal Arts and Social Sciences Victor Prybutok, Dean of the Toulouse Graduate School Menking, Christopher N. Catalyst for Change in the Borderlands: U.S. Army Logistics during the U.S.-Mexican War and the Postwar Period, 1846-1860. Doctor of Philosophy (History), December 2019, 323 pp., 3 figures, 3 appendices, bibliography, 52 primary sources, 140 secondary sources. This dissertation seeks to answer two primary questions stemming from the war between the United States and Mexico: 1) What methods did the United States Army Quartermaster Department employ during the war to achieve their goals of supporting armies in the field? 2) In executing these methods, what lasting impact did the presence of the Quartermaster Department leave on the Lower Río Grande borderland, specifically South Texas during the interwar period from 1848-1860? In order to obtain a complete understanding of what the Department did during the war, a discussion of the creation, evolution, and methodology of the Quartermaster Department lays the foundation for effective analysis of the department’s wartime methods and post-war influence. It is equally essential to understand the history of South Texas prior to the Mexican War under the successive control of Spain, Mexico and the United States and how that shaped the wartime situation. -
Juan Cortina Worksheet
Name Date Lone Star Legends: Unit 4 CHAPTER 13 Section 2 The Changing Face of Texas 13.2B Juan Cortina Pupil’s Edition, Mexican Folk Hero pp. 290–293 Known as the Robin Hood of the Rio Grande, Juan Nepomuceno Cortina (1824–1894) stands as a champion of Mexican civil rights in Texas. uan Cortina was born in Camargo in Tamaulipas, ranch, where he issued a proclama- JMexico, to an aristocratic family in 1824. His tion of rights for Mexican Texans. mother inherited a large cattle ranch in the Rio The proclamation called on the “sacred right of self- Grande Valley around Brownsville, where he moved preservation” and demanded justice for the oppressed as a young boy. and abused Mexican residents in the Rio Grande The War with Mexico In his early twenties, Cortina Valley. fought in the War with Mexico against the United Hot Pursuit In the following months, Cortina and States, serving as a cavalryman. After the war, he his army were pursued by forces, including the Texas moved to the north side of the Rio Grande, where he Rangers and a joint Mexican-Anglo force of militia- was charged at least twice by Texas authorities as a men. Cortina quickly defeated the latter group, cattle rustler. He was not arrested, though, and he though one of his closest lieutenants, Tomás Cabrera, remained popular with the Mexicans in the area. was captured by a town posse. Hero of the Poor After the signing of the Treaty of When the Texas Rangers got involved, they Guadalupe Hidalgo (1848), which established the quickly hanged Cabrera, fueling the fire that drove Texas boundary at the Rio Grande, Cortina rose in Cortina. -
Jim Crow Racism and the Mexican Americans of San Antonio, Texas
ORAL HISTORY AS A MEANS OF MORAL REPAIR: JIM CROW RACISM AND THE MEXICAN AMERICANS OF SAN ANTONIO, TEXAS by Rebecca Dominguez-Karimi A Dissertation Submitted to the Faculty of The Dorothy F. Schmidt College of Arts and Letters In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, FL May 2018 Copyright by Rebecca Dominguez-Karimi, 2017 ii ORAL HISTORY AS A MEANS OF MORAL REPAIR: JIM CROW RACISM AND THE MEXICAN AMERICANS OF SAN ANTONIO, TEXAS by Rebecca Dominguez-Karimi This dissertation was prepared under the direction of the candidate's dissertation advisor, Dr. Sandra Norman, Comparative Studies Program, and has been approved by the members of her supervisory committee. It was submitted to the faculty of the Dorothy F. Schmidt College of Arts and Letters and was accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy. SUPERVISORY COMMnTEE: ~~o..... .:i N1~"" Sandra Norman, Ph.D. ~~Susan Love Brown, Ph. 'S:"..,;ae~.~~o~ JosephinBeoku-Betts, Ph.D. Directo , mparative St ilies Pro? MiC11aeliOfSWclD.~-# Dean, Dorothy F. Schmidt College of Arts andn:ers . 5"", "Zo/g "~~2.~~ ' iii ACKNOWLEDGMENTS The author offers her sincerest thanks and gratitude to members of her committee (past and present-Dr. Robin Fiore, Dr. Marta Cruz-Janzen, Dr. Sandra Norman, Dr. Susan Love Brown, and Dr. Josephine Beoku-Betts) for their guidance, input, and support in bringing this manuscript to fruition. She wishes to especially thank her dissertation advisor, Dr. Sandra Norman, for her patience, advice, and inspiration during the composition of this manuscript. -
Remembering Ludlow but Forgetting the Columbine: the 1927-1928 Colorado Coal Strike
Remembering Ludlow but Forgetting the Columbine: The 1927-1928 Colorado Coal Strike By Leigh Campbell-Hale B.A., University of Arkansas, Fayetteville, 1977 M.A., University of Colorado, Boulder, 2005 A dissertation submitted to the Faculty of the Graduate School of the University of Colorado and Committee Members: Phoebe S.K. Young Thomas G. Andrews Mark Pittenger Lee Chambers Ahmed White In partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of History 2013 This thesis entitled: Remembering Ludlow but Forgetting the Columbine: The 1927-1928 Colorado Coal Strike written by Leigh Campbell-Hale has been approved for the Department of History Phoebe S.K. Young Thomas Andrews Date The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. ii Campbell-Hale, Leigh (Ph.D, History) Remembering Ludlow but Forgetting the Columbine: The 1927-1928 Colorado Coal Strike Dissertation directed by Associate Professor Phoebe S.K. Young This dissertation examines the causes, context, and legacies of the 1927-1928 Colorado coal strike in relationship to the history of labor organizing and coalmining in both Colorado and the United States. While historians have written prolifically about the Ludlow Massacre, which took place during the 1913- 1914 Colorado coal strike led by the United Mine Workers of America, there has been a curious lack of attention to the Columbine Massacre that occurred not far away within the 1927-1928 Colorado coal strike, led by the Industrial Workers of the World (IWW). -
AMH4930, AF-AM & Latino Hist, Ortiz
African American and Latina/o Histories AMH 4930.387E (DRAFT COPY) Professor Paul Ortiz University of Florida Fall Semester, 2019 Wednesdays, 1:55 pm to 4:55 pm Keene-Flint 0117 Course Description: In this research seminar we will undertake a comparative study of African American and Latina/o histories, cultures, and politics. Major themes include slavery, colonialism, revolutions, social movements and racial formation in the modern era. Special emphasis will be placed on overlapping as well as distinctive histories and struggles for citizenship and human rights. Course will include analyses of African American and Latina/o oral traditions, film, poetry, drama, memoir, and various forms of expressive cultures. Course Objectives/Student Learning Outcomes: We will explore histories, cultures, and politics of African Americans and Latinx people since the Mexican War of Independence. Students will gain an understanding of the connections between events such as the abolition of slavery in Latin America, the US invasion of Mexico, and the coming of the American Civil War. We will examine the relationship between Reconstruction in the United States and the Ten Years War in Cuba including efforts by African Americans to provide support to the struggle for Cuban independence. We will also study connections between the Spanish American War and the expanding Jim Crow/Juan Crow systems in the US South. In the 20th century, we will examine labor movements of Latina/o and African Americans in the American southwest and southeast including Florida. We will assess the rise of the modern Chicana/Latinx and African American civil rights and human rights movements and the presidency of Barack Obama. -
Ferris State University's Jim Crow Museum and Center for Latino
Ferris State University’s Jim Crow Museum and Center for Latino Studies present Hispanic Heritage Month Programming: Thank you for joining us on the Jim Crow Museum online tour. We have provided additional resource links that pair with the Hispanic Heritage Month Virtual Tour topics. We hope this was an educational and fruitful experience for you. Sincerely, Cyndi and Jennifer [email protected] [email protected] Jim Crow Social Media Links: https://www.facebook.com/JimCrowMuseum/ https://www.instagram.com/jimcrowmuseum/ @jimcrowmuseum https://twitter.com/jimcrowmuseum @jimcrowmuseum https://www.ferris.edu/jimcrow/ Education Programming Website: https://www.ferris.edu/HTMLS/news/jimcrow/education/index.htm JCM visual, literary, and digital resources: The Jim Crow Museum Virtual Tour: https://my.matterport.com/show/?m=8miUGt2wCtB The Jim Crow Museum Website: https://www.ferris.edu/HTMLS/news/jimcrow/ The Jim Crow Museum Timeline: https://www.ferris.edu/HTMLS/news/jimcrow/timeline/homepage.htm The Jim Crow Museum Digital Collection: https://sites.google.com/view/jcmdigital/home Supporting the JCM: https://linktr.ee/jimcrowmuseum We are in the planning and fundraising phase to expand our educational programming and physical space as well as museum technology and staffing to advance our mission of social justice. We appreciate your support ‐ please follow us on social media and share our message with friends and family. If you are able to make a donation to support our work, you can do so at this link: https://app.mobilecause.com/form/Qw_N0g?vid=97zai -
Texas and the Civil
Texans Go to War Unit 8 Vocab Mexican Texans • The treaty of Guadalupe Hidalgo had promised all the benefits of United States citizenship to Mexican-Americans. But the federal government proved unable to keep its promises. In Texas, many Tejanos were denied the right to vote, lost their lands in court, and often found themselves persecuted, rather than protected, by officers of the law. Juan Cortina “The Robin Hood of the Rio Grande” • Juan Cortina was a Mexican Rancher who fought in Mexican-American War on the Mexican side. • After Mexico lost the war his land was divided in two. Texas authorities invalidated (taken away) many of his land claims. • "Flocks of vampires, in the guise of men," he wrote, robbed Mexicans "of their property, incarcerated, chased, murdered, and hunted them like wild beasts". •Juan Cortina believed that the rights of Tejanos were being violated throughout Texas. •Cortina carried out acts of violence against corrupt officials. His acts were called Cortina’s War. Juan •He raised a private army that defended “Tejano’s” Cortina against “Anglos” trying to take their land. • The Democrats were the dominant political party, and had Political very little competition from the Parties Whig party. -Texans would vote for southern democrats until the 1980’s! • Sam Houston, though he never joined the party, supported the Know-Nothing party which opposed immigration to the United States. Know-Nothing party flag Republican Party • 1854 Northerners created the Republican Party to stop the expansion of slavery. Southerners saw the Republican party as a threat and talk of secession increased. -
Conditions Along the Borderâ•Fi1915 the Plan De San Diego
New Mexico Historical Review Volume 43 Number 3 Article 3 7-1-1968 Conditions Along the Border–1915 The Plan de San Diego Allen Gerlach Follow this and additional works at: https://digitalrepository.unm.edu/nmhr Recommended Citation Gerlach, Allen. "Conditions Along the Border–1915 The Plan de San Diego." New Mexico Historical Review 43, 3 (1968). https://digitalrepository.unm.edu/nmhr/vol43/iss3/3 This Article is brought to you for free and open access by UNM Digital Repository. It has been accepted for inclusion in New Mexico Historical Review by an authorized editor of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. 195 CONDITIONS ALONG THE BORDER-1915 THE PLAN DE SAN DIEGO ALLEN GERLACH FROM 1910 to 1916 the\Mexican Republic suffered from acute political instability as one "Plan" after another was issued against claimants to the presidency. The turbulence of the Mexican Revo lution began in 1910 with the overthrow of Porfirio Diaz by the movement of Francisco 1. Madero. In 1913 !he tenuous regime of Madero was violently replaced by that of Victoriano Huerta, and the turmoil continued unabated. Faced with major revolutions led by Venustiano Carranza, Francisco Villa, and Emiliano Zapata, Huerta fled Mexico in mid-1914 as the opposition armies con verged on Mexico City. Despite the efforts of the new victors to achieve a unified government at the Convention of Aguascalientes in 1914, Carranza's Constitutionalists soon fell into quarreling among themselves and the Revolution entered its most violent phase. Representing the Constitutionalist government of Mexico, Venustiano Carranza and Alvaro Obreg6n arrayed themselves against Francisco Villa and Emiliano Zapata, who purported to represent the cause of the Convention. -
Chicano Resistance in the Southwest
Chicano Resistance In The Southwest Alfred Porras, Jr. INTRODUCTION There are two dimensions of racism, economic and cultural, as indicated by Christine E. Sleeter (1). The first dimension involves “violent conquest, accompanied by the construction of a belief system that the conquering group is culturally and intellectually superior to the group it has conquered.” The second dimension involves ongoing attempts by the colonizing society to consolidate and stabilize control over the land and people, and to incorporate the people into the labor force in subordinate positions. At the cultural level, the colonizing group proclaims the superiority of its social system. During times of rebellion or instability, the dominant society reinforces its dominance through violence, and through assault on the culture, language, religion, or moral fiber of the subordinate group. (2) Based on this definition of racism I begin my study of Chicano resistance in the “American” Southwest, since Sleeter’s first dimension is clearly present in the United States military takeover “with forcible measures to overturn Mexican land-ownership claims and to undermine Mexican culture, the Spanish language, and the Catholic religion."(3) This curriculum unit concerning conflict and resolution has the purpose to dispel the myth of the sleeping giant or the idea that the Mexican American people are unaware of their political potential. This curriculum unit will address three basic questions. What is conflict and resistance? What are the roots of conflict? What are the different modes of resistance? According to Robert J. Rosenbaum, the history of the Mexican-American War of the mid-1800's indicates that it was a quick war and no real resistance occurred during the take over of Mexican land and during the imposition of dominance by the U.S. -
American War Council
American War Council Background Guide EagleMUNC Chair: Website: www.EagleMUNC.org Boston College Model Monica Sax United Nations [email protected] Conference March 17-19 2017 American War Council Letters from the Secretariat Delegates, It is my distinct pleasure to welcome you to EagleMUNC V! My name is Kerianne DiBattista, and I am the Secretary-General of EagleMUNC V. I am a senior at Boston College in the Morrissey College of Arts and Sciences majoring in International Studies with a concentration in Economics. I am originally from Long Island, NY, and I have been participating in Model UN conferences since I was in tenth grade, rising to become Head Delegate and Secretary-General of my high school conference. At BC, I travelled to several conferences with our MUN team and I have participated EagleMUNC since my freshman year. As you begin your EagleMUNC V experience, I implore you to explore the conference theme, "The Interplay of Power and Ethics," and make your EagleMUNC experience the best it can be! Thank you, and I'll see you at EagleMUNC! Best Regards, Kerianne DiBattista Secretary-General, EagleMUNC V Dear Delegates, It is my great pleasure to welcome you to EagleMUNC V! My name is Jack Massih and I am the Under Secretary-General of Political Affairs. I am a senior at Boston College studying Political Science and Economics. I began participating in MUN my sophomore year of high school and have been hooked ever since. I joined the EagleMUNC team as a freshman for the first year we moved off BC’s campus and into Boston, and it has been a joy to witness the conference continuously grow and evolve since then. -
“Gringo” How Immigrant and Second Generation Youth Navigate Their Transitions to Adulthood in a Small Town, New Immigrant Destination
Growing Up “Gringo” How Immigrant and Second Generation Youth Navigate Their Transitions to Adulthood in a Small Town, New Immigrant Destination Alexis Silver A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Sociology. Chapel Hill 2011 Approved by: Jacqueline M. Hagan Ted Mouw Barbara Entwisle Michael J. Shanahan Robert C. Smith ©2011 Alexis Silver ALL RIGHTS RESERVED ii ABSTRACT ALEXIS SILVER: Growing Up “Gringo”: How Immigrant and Second Generation Youth Navigate Their Transitions to Adulthood in a Small Town, New Immigrant Destination (Under the Direction of Jacqueline M. Hagan and Ted Mouw) My dissertation examines incorporation patterns for immigrant and second generation Latina/o youths in a small town, new immigrant destination in the rural South. Previous studies have explored the pathway to adulthood for children of immigrants coming of age in metropolitan areas and traditional migrant destinations, but scholars know little about this process for adolescents in small towns and new migrant destinations. This ethnographic study was conducted between 2007 and 2011 in a small community in central North Carolina where half of the population is Hispanic, and 75 percent of the adult Hispanic population is foreign-born. Between 1990 and 2008, North Carolina saw a 508 percent increase in its population of children of immigrants. Recognizing the importance of this demographic shift, my research engages directly with a North Carolina community that has been transformed by Latina/o immigration. My research examines the influences of immigration status and gender on the incorporation of Latina/o children of immigrants.