The Place of Chicana Feminism and Chicano Art in the History
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THE PLACE OF CHICANA FEMINISM AND CHICANO ART IN THE HISTORY CURRICULUM A Project Presented to the faculty of the Department of History California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in History by Beatriz Anguiano FALL 2012 © 2012 Beatriz Anguiano ALL RIGHTS RESERVED ii THE PLACE OF CHICANA FEMINISM AND CHICANO ART IN THE HISTORY CURRICULUM A Project by Beatriz Anguiano Approved by: __________________________________, Committee Chair Chloe S. Burke __________________________________, Second Reader Donald J. Azevada, Jr. ____________________________ Date \ iii Student: Beatriz Anguiano I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the project. __________________________, Chair ___________________ Mona Siegel, PhD Date Department of History iv Abstract of THE PLACE OF CHICANA FEMINISM AND CHICANO ART IN THE HISTORY CURRICULUM by Beatriz Anguiano Statement of Problem Chicanos are essentially absent from the State of California United States History Content Standards, as a result Chicanos are excluded from the narrative of American history. Because Chicanos are not included in the content standards and due to the lack of readily available resources, this presents a challenge for teachers to teach about the role Chicanos have played in U.S. history. Chicanas have also largely been left out of the narrative of the Chicano Movement, also therefore resulting in an incomplete history of the Chicano Movement. This gap in our historical record depicts an inaccurate representation of our nation’s history. Sources of Data Research was conducted at the Special Collections and University Archives (SCUA) at the California State University, Sacramento and Sacramento State University Library. The Royal Chicano Air Force Collection and the Sally Wagoner Collection at SCUA along with articles from Chicano magazines such as Regeneración form the basis of this research. v Conclusions Reached Including instruction on the Chicano struggle for equality in the United States would enhance the curriculum and create a more complete historical narrative. Chicana feminism and their contributions to the Chicano Movement need to be further researched. The use of primary sources and the explicit teaching and scaffolding of historical thinking allows students to critically engage with historical content while learning the skills necessary to grapple with and think deeply about historical questions. _______________________, Committee Chair Chloe S. Burke _______________________ Date vi DEDICATION Para la maestra más importante que he tenido, mi mamá. (For the most important teacher I have had, my mom.) Also, for Danny, Graci, Manuel, Carlos, Marco, Anjelica, Abel, Andres, Javi and Mia, that you may realize your full potential, learn from our past, and take advantage of the opportunities that have been provided for you through struggle. vii ACKNOWLEDGEMENTS I could not have completed this project without the help of others. I would like to thank The Teaching American History Grant: The American Citizen: A Study of Liberty and Rights for the financial support provided in order to complete this project. Thanks also to the Elk Grove Unified District Teaching American History Grant Project Coordinator, Donald Azevada who was instrumental in creating a partnership with the History Department at California State University, Sacramento. I am grateful to Sheila O’Neill at the Department of Special Collections and University Archives for recognizing the value of the work of the Royal Chicano Air Force and its significance to the larger Chicano Movement and the Chicano community of Sacramento. I would also like to thank Julie Thomas, the Manuscripts and Special Collections Librarian and Christopher Rockwell, the staff archivist for the important work they do to preserve the work of the RCAF for future generations. Dr. Chloe S. Burke provided helpful feedback throughout the process of completing this project. I want to thank my friends for their understanding, encouragement, and support throughout the course of this program. Chela, Janet, and Maria I appreciate the support you gave me and the confidence you had in me. For her words of encouragement, pep talks, technical savvy, and most importantly her friendship I would like to thank Emily. I would also like to thank my family from whom this project took away countless hours. viii TABLE OF CONTENTS Page Dedication .............................................................................................................................. vii Acknowledgments................................................................................................................. viii Chapter 1. INTRODUCTION……...………... …………………………………………………… ....... 1 Statement of Need……………………………………………………………………. 1 Project Objective……………………………………………………………………... 3 Teaching Application………………………………………………………………… 3 2. LOCATING THE HISTORY OF CHICANA FEMINISM ................................................ 6 Introduction…………………………………………………………………………... 6 Points of Contention In Chicano Historiography ......................................................... 6 The Birth of a Field: A Brief Historiography of Chicano History ............................... 9 Historiography of the Chicano Movement.................................... …………………..14 Chicana Feminist Historiography .............................................................................. 27 Feminist Historiography ............................................................................................ 42 Multicultural Feminist Historiography ...................................................................... 48 Conclusion………………………………………………………………………….. 51 3. CHICANA FEMINISM: BEYOND MATTERS OF SEX, 1968-1975 ............................ 53 Introduction………………………………………………………………………… . 53 Brief Overview of the Chicano Movement………………………………………… . 56 Frustration In the Movement………………………………………………………. .60 Development of Chicana Feminism………………………………………………. ..64 Chicanas Speak Out- Conferences and Workshops………….…………………… . ..65 Rise of Chicana Feminist Organizing……………………………………………… . 68 Chicana Feminists and the Women’s Liberation Movement……………………….. 69 Chicana Feminism In the Chicano Movement……………………………………… 81 Chicanas In Action………………………………………………………………….. 87 Conclusion…………………………………………………………………………... 88 ix 4. TEACHING THE CHICANO MOVEMENT IN THE HIGH SCHOOL HISTORY CLASSROOM ................................................................................................ .90 Introduction…………………………………………………………………………. 90 Challenges for Teaching Historical Thinking In California Public Schools………….... 90 Common Core and College Readiness……………………………………………….… 92 Content Selection: The Standards Dilemma, an Argument for Chicano Inclusion…….. 95 Organizing History Curriculum Around Investigation Questions……………………... 98 Combining Historical Thinking and LiteracySkills to Analyze Primary Sources……. .. 99 Primary Source Pitfalls……………………………………………………………….. 104 Connecting Local Events to the National Narrative………………………………….. 105 Writing In the History Classroom ……………………………………………………. 107 1st, 2nd, and 3rd Order Primary Source Method of Historical Investigation………….. .. 108 The SCIM-C Strategy: Using Technology to Scaffold Historical Inquiry ..................... 110 Conclusion ..................................................................................................................... 111 Appendix A: General Teacher Resources ............................................................................ .116 Appendix B: Lesson Plan #1 ......................................................................................... ….…125 Appendix C: Lesson Plan #2………………………………………………………..……... 204 Appendix D: Lesson Plan #3 …..……………………………………………….…………. 240 Appendix E: Lesson Plan #4………………………………………………………………. 297 Bibliography…………………………………………………………………………….…. 337 x 1 CHAPTER ONE INTRODUCTION Statement of Need Although there is a significant Mexican and Mexican-American population in the United States, historically there has been minimal attention given to this segment of the population within history education. Although California is the state that is the most populated by people of Mexican descent demographic changes are contributing to the growth of the Mexican population beyond California and other southwestern states in which Mexicans traditionally have resided.1 As the 2010 Census reported , “More than half of the growth in the total population of the United States between 2000 and 2010 was due to the increase in the Hispanic population.”2 Of this portion of the population the majority are of Mexican origin. The report stated that The Mexican origin population increased by 54 percent and had the largest numeric change (11.2 million), growing from 20.6 million in 2000 to 31.8 million in 2010. Mexicans accounted for about three-quarters of the 15.2 million increase in the Hispanic population from 2000 to 2010.3 Yet despite the significant number of Mexicans and Mexican Americans in the United States, and more specifically California, they are virtually absent from the eleventh grade U.S. History content standards for the state. The minimal inclusion of Mexicans and Mexican Americans in the California history standards perpetuates an 1 Sharon R. Ennis, Merarys Rios-Vargas, and Nora G. Albert.