WG7 Ch 3.3 History of Mexico

Total Page:16

File Type:pdf, Size:1020Kb

WG7 Ch 3.3 History of Mexico WORLD GEOGRAPHY 7 CH 3 SECTION 3 HISTORY OF MEXICO I. THE MAYA AND THE AZTECS (PP. 102-103) A. PRESENT DAY MEXICO WAS SETTLED ___________________11,000 YEARS AGO BY NATIVE GROUPS IN THE VALLEY_________________. OF MEXICO B. AROUND ___________7000 YEARS AGO, THE SETTLERS BEGAN GROWING __________.MAIZE THIS ALLOWED THEIR POPULATION TO ____________.GROW C. BY ___________1000 B.C. AN ORGANIZED SOCIETY CALLED THE __________OLMEC LIVED ALONG THE SOUTHERN ______________.COAST Â THEY WOULD HAVE A MAJOR INFLUENCE ON LATER, LARGER CIVILIZATIONS SUCH AS THE _____________MAYANS WHO LIVED ON THE _____________________.YUCATAN PENINSULA D. AROUND _______100 B.C. THE _________MAYA BEGAN DEVELOP INTO A _____________.CIVILIZATION E. THE ___________MAYANS USED ____________________HEIROGLYPHYICS TO COMMUNICATE. THEY ALSO STUDIED THE ________,SUN ___________,MOON _____________,PLANETS AND __________STARS WHICH ALLOWED THEM TO DEVELOP A ________________-CALENDAR CALLED THE ___________________.LONG COUNT F. BY _____________A.D. 900 THE ___________MAYAN CIVILIZATION DECLINED, AND HISTORIANS ARE UNSURE AS TO WHY. POSSIBLE REASONS INCLUDE VIOLENT_______________-, CONFLICT ________________,OVERPOPULATION AND _____________.OVERFARMING G. AFTER THE MAYA DECLINED THE ____________AZTECS GAINED POWER IN MEXICO. THEY SETTLED NEAR MODERN DAY _______________MEXCIO CITY AROUND _______________.A.D. 1325 THEIR CAPITAL WOULD BE ____________________TENOCHTITLAN NEAR LAKE TEXOCOCO. H. THE __________AZTECS BUILT A LARGE ______________EMPIRE BY CONQUERING NEIGHBORING LANDS. THE PEOPLE THE CONQUERED WOULD SERVE AS ____________,SLAVES BUILDING MORE CITIES FOR THEIR MASTERS. THEY ALSO GAINED WEALTH BY FORCING CONQUERED PEOPLE TO PAY ______________TRIBUTE IN THE FORM OF __________,MONEY _____________,CROPS OR OTHER GOODS. I. THE __________AZTECS WOULD REMAIN DOMINANT UNTIL THE ARRIVAL OF THE ___________SPANISH IN THE 1500S. II. THE CONQUISTADORS (PP. 104-105) A. AFTER COLUMBUS, ______________SPAIN TOOK CONTROL OF MANY CARIBBEAN ISLANDS. B. IN ____________,1518 ________________HERNAN CORTES LANDED IN _____________MEXICO WITH ABOUT _________500 SOLDIERS. HE WAS A __________________,CONQUISTADOR MEANING SOLDIER-EXPLORER_______________. C. CORTES QUICKLY LEARNED THAT THE RUMORS OF ____________AZTEC WEALTH WERE TRUE. D. THE RULER OF THE AZTECS, _____________________MONTEZUMA WELCOMED ___________,CORTES SEEING HIM AS SOME FORM OF __________.GOD E. HOWEVER, WITHIN ______________,THREE ____________CORTES WOULD KILL ______________MONTEZUMA AND CAPTURE ____________________.TENOCHTITLAN F. HE ORDERED THE CITY TO BE BURNED, AND BUILT _____________________MEXICO CITY PROCLAIMING SPANISH DOMINANCE OVER THIS AREA FOR THE FORESEEABLE FUTURE. G. THE SPANISH HAD _______,GUNS ______________SWORDS AND _____________ARMOR WHERE THE AZTECS DID NOT. H. THE ____________SPANISH ALSO HAD __________HORSES AND ___________,DOGS WHICH WERE AN ADDED ADVANTAGE. I. IN ADDITION, MANY TRIBES ____________HATED THE AZTECS AND CHOSE TO __________FIGHT ALONGSIDE THE SPANISH. J. THE BIGGEST ADVANTAGE THAT THE SPANISH UNKNOWINGLY HAD WAS THE _____________DISEASES THEY CARRIED WITH THEM. THE NATIVES _________________IMMUNE SYSTEMS COULD NOT FIGHT THEM OFF AND MANY WERE KILLED DUE TO THIS. K. FROM THEIR BASE IN ___________,MEXICO THE SPANISH WENT ON TO CONQUER ALMOST ALL OF__________________SOUTH AMERICA AND ______________________,CENTRAL AMERICA BUILDING THEIR OWN EMPIRE. III. MEXICAN INDEPENDENCE (106-107) A. IN THE EARLY ______________1800’s COLONIAL MEXICO WAS DIVIDED INTO ________________________.SOCIAL CLASSES B. AT THE TOP WERE ____________________PENINSULARES (PEOPLE BORN IN SPAIN). NEXT WERE __________________CRIOLLOS (PEOPLE OF SPANISH BACKGROUND BORN IN MEXICO. THIRD WERE _____________________,MESTIZOS PEOPLE OF MIXED __________________SPANISH AND _____________________NATIVE HERITAGE. Â LASTLY, THE LOWEST CLASS WERE __________________________NATIVE AMERICANS AND ________________.SLAVES C. IN 1810, ___________________________MIGUEL HIDALGO LED A REVOLT AGAINST THE PENINSULARES. HIS ARMY OF NEARLY _________________100,000 KILLED MANY PENINSULARES AND CRIOLLOS WHILE CAPTURING MANY MEXICAN CITIES. D. EVENTUALLY, HOWEVER, ___________________’SHIDALGO ARMY WOULD BE DEFEATED AND ON ____________________JULY 30 1811 ___________________MIGUEL HIDALGO WAS EXECUTED. E. ____________________JOSE MORELOS THEN TOOK OVER LEADERSHIP OF MEXICO’S INDEPENDENCE MOVEMENT. F. IN ______________1813 HE AND HIS FOLLOWERS DECLARED ______________MEXICO INDEPENDENT FROM ___________,SPAIN MAKING ______________MEXICO A REPUBLIC. G. THE SPANISH GOVERNMENT DIDN’T ACCEPT THE DECLARATION AND AFTER TWO YEARS OF TRACKING HIM, ____________________MORELOS WOULD ALSO BE _________________.EXECUTED H. IN _______________,1821 COLONEL________________________ AUGUSTIN DE ITURBIDE UNITED REBELS AGAINST SPAIN. THIS UNIFIED FORCE DEFEATED SPANISH TROOPS AND IN ___________1821 SPAIN SIGNED A TREATY GRANTING INDEPENDENCE TO MEXICO. I. UPON VICTORY, _______________ITURBIDE DECLARED HIMSELF EMPEROR OF MEXICO, BUT WAS ULTIMATELY WAS REMOVED BY _________________________.ANTONIO LOPEZ DE SANTA ANNA IN ___________,1823 ______________ITURBIDE EXILED HIMSELF. J. UNDER __________________’SSANTA ANNA LEADERSHIP, MEXICO WOULD GAIN A CONSTITUTION IN ____________1824 AND FULL FREEDOM FROM SPAIN IN ______________.1830 IV. THE U.S.-MEXICAN WAR (108-109) A. MEXICO’S LANDS STRETCHED FROM _____________TEXAS TO _______________CALIFORNIA AND NORTHWARD TO ________________.UTAH B. AT FIRST, TO ENTICE AMERICAN SETTLERS TO THEIR LAND, THE MEXICAN GOVERNMENT OFFERED ________________LAND GRANTS TO SETTLERS WHO WOULD SETTLE IN PRESENT DAY ___________.TEXAS C. BY ____________1830 MEXICO STARTED BLOCKING FURTHER DEVELOPMENT, CREATING HOSTILITIES BETWEEN THE MEXICAN______________ GOV’T AND SETTLERS____________ FROM TEXAS. D. THE TWO SIDES WOULD COME TO BLOWS WHEN REBELS FROM TEXAS BEGAN TO FIGHT MEXICAN FORCES. IN ____________,1836 IN A BATTLE THAT LASTED _______13 DAYS, MEXICAN FORCES KILLED ALL OF THE TEXAN REBELS AT WHAT BECAME KNOWN AS THE __________.ALAMO E. THE NEXT MONTH, UNDER GENERAL _____________________,SAM HOUSTON THE TEXAN ARMY DEFEATED SANTA ANNA’S TROOPS AT THE BATTLE______________________. OF SAN JACINTO F. AFTER DEFEATING MEXICO, THE REBELS CREATED THE ________________________.REPUBLIC OF TEXAS HOWEVER, AFTER MANY DIFFICULTIES, THE REPUBLIC OFFICIALLY JOINED THE UNITED STATES IN ___________.1845 G. WITH THE ADDITION OF ____________,TEXAS THE UNITED STATES SET THE SOUTHERN BORDER AT THE _____________________.RIO GRANDE RIVER MEXICO DISPUTED THIS CLAIM, LEADING TO THE U.S.-MEXICAN WAR. H. THE WAR LASTED _________2 YEARS, AND IN THE LOSS, SANTA ANNA GAVE THE UNITED STATES THE LANDS FROM PRESENT DAY __________________TEXAS TO _________________.CALIFORNIA I. IN AN ARRANGEMENT KNOWN AS THE __________________,GASDEN PURCHASE SANTA ANNA WOULD SELL ADDITIONAL LAND TO THE U.S. J. THIS LED TO GROWING OPPOSITION IN MEXICO TOWARD SANTA ANNA, AND HE WAS FORCED OUT OF OFFICE IN ____________.1854 HE WAS REPLACED BY PRESIDENT BENITO_________________ JUAREZ IN 1857 WHO BEGAN A PERIOD CALLED _____________,LA REFORMA WHICH WAS A CIVIL WAR OF SORTS IN MEXICO. V. THE MEXICAN REVOLUTION (110-111) A. UPON JUAREZ’ S DEATH, _____________________GENERAL PORFIRIO DIAZ BECAME DICTATOR. B. THE ________________________MEXICAN REVOLUTION WAS A FIGHT FOR LAND REFORM. __________________EMILIANO ZAPATA AND ________________________PANCHO VILLA LED THE STRUGGLE WHICH LASTED NEARLY ________10 YEARS AND WOULD KILL MORE THAN ______________ONE MILLION MEXICANS. 1. WHO WAS THE LEADER OF THE AZTECS? 2. WHO LED THE SPANISH FORCES THAT CAPTURED TENOTCHITLAN? 3. WHAT WAS THE GREATEST WEAPON USED BY THE SPANISH, EVEN THOUGH THEY DIDN’T KNOW THEY WERE USING IT AT THE TIME? 4. WHO BEGAN THE CHARGE FOR MEXICAN INDEPENDENCE? 5. WHO TOOK UP THAT CHARGE WHEN #4 WAS EXECUTED? 6. WHO WOULD ULTIMATELY OBTAIN MEXICAN INDEPENDENCE? 7. WHO WILL TAKE POWER FROM #6? 8. WHAT DID MEXICO OFFER TO SETTLER TO LURE THEM TO THEIR TERRITORY? 9. WHERE WOULD A BATTLE TAKE PLACE BETWEEN REBELS FROM TEXAS AND THE MEXICAN ARMY THAT WOULD END IN MEXICAN VICTORY AFTER 13 DAYS? 10. ONCE TEXAS IS FORMALLY ADDED TO THE UNITED STATES, WHERE IS THE NEW SOUTHERN BORDER FOR THE UNITED STATES SET AT?.
Recommended publications
  • Antonio De Mendoza; First Viceroy of Mexico. the Tinker Pamphlet
    .4. DOCUMENT RESUME ED 114 227 RC 008' 850- AUTHOR Miller, Hubert J. TITLE Antonio de Mendola; First Viceroy of Mexico. The Tinker Pamphlet Series for the Teaching of.Mexican American Heritage. TB 73 NOTE 70p.; For related documents, see RC 008 851-853 AVAtLABL ROM' Mr. Al Ramirez, P.O. Box 471, Edinburg, Texas.78539 ($1.00) EDRS PRICE. MF-$0.76 Plus Postage. HC Not Available from EDRS. DESCRIPTO ji5*Administrator Background; American Indians; - *Biographies; Colonialism; Cultiral Education; Curriculum Enrichment; Curriculum Guides; Elementary Secondary Education; *Mexican.AmerieHistory; *Mexicaps; Resource Materials; Sociocultural Patterns; Vocabulait; *Western Civiliiation IDENTIFIERS *Mendoza (Antonio de) ABSTRACT .0 As Mexico's first viceroy, Antonio de Mendoza.s most noteworthy achievement was his laYing the basis of colonial government in New Spain which continued, with modifications, for 300. years. Although he was lenient in dealing with the shortcomingi of .his Indian and Spanish subjects; he took a'firm stand in dealing with the rebellious Indians in the Mixton War and the Cortes faction which threatened the Viceregal rule. His pridary concern was to keep New Spain for the crown while protecting the Indians from w#nt.and . inhumanity. Focusing o$ the institutions he founded and 'developed, this booklet provides a study of early Spanish colonial institutions. Although the biographical account is of secondary importance, the. description .of Hispanic colonial institutions arelPable'in presenting the Spaniards. colonization after the cconquest -ctica. applicAtion of the, material at both the elementary and 'se levels can be utilized in stimulating student discussionsa on the Merits and demerits of 2 colonial powers- -the English a the Spaniards.
    [Show full text]
  • Selling Mexico: Race, Gender, and American Influence in Cancún, 1970-2000
    © Copyright by Tracy A. Butler May, 2016 SELLING MEXICO: RACE, GENDER, AND AMERICAN INFLUENCE IN CANCÚN, 1970-2000 _______________ A Dissertation Presented to The Faculty of the Department of History University of Houston _______________ In Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy _______________ By Tracy A. Butler May, 2016 ii SELLING MEXICO: RACE, GENDER, AND AMERICAN INFLUENCE IN CANCÚN, 1970-2000 _________________________ Tracy A. Butler APPROVED: _________________________ Thomas F. O’Brien Ph.D. Committee Chair _________________________ John Mason Hart, Ph.D. _________________________ Susan Kellogg, Ph.D. _________________________ Jason Ruiz, Ph.D. American Studies, University of Notre Dame _________________________ Steven G. Craig, Ph.D. Interim Dean, College of Liberal Arts and Social Sciences Department of Economics iii SELLING MEXICO: RACE, GENDER, AND AMERICAN INFLUENCE IN CANCÚN, 1970-2000 _______________ An Abstract of a Dissertation Presented to The Faculty of the Department of History University of Houston _______________ In Partial Fulfillment Of the Requirements for the Degree of Doctor of Philosophy _______________ By Tracy A. Butler May, 2016 iv ABSTRACT Selling Mexico highlights the importance of Cancún, Mexico‘s top international tourism resort, in modern Mexican history. It promotes a deeper understanding of Mexico‘s social, economic, and cultural history in the late twentieth century. In particular, this study focuses on the rise of mass middle-class tourism American tourism to Mexico between 1970 and 2000. It closely examines Cancún‘s central role in buttressing Mexico to its status as a regional tourism pioneer in the latter half of the twentieth century. More broadly, it also illuminates Mexico‘s leadership in tourism among countries in the Global South.
    [Show full text]
  • History of Mexico Written by Sarah Collinge
    History of Mexico Written by Sarah Collinge Mexico is a country rich in history, tradition, and culture. It is home to more than 100 million peo- ple and is the largest Spanish-speaking nation in the world. The people of Mexico represent a rich blend of Indian and Spanish cultures. Mexico’s history can be divided into two major time periods: the period before the arrival of the Eu- ropeans, and the period that followed it. Reminders of Mexico’s past are found in the ruins that still exist throughout Mexico. Early Mexico The Olmecs The Olmec people made up Mexico’s first known society. These early people flourished from 1200 to 900 BC. Giant head sculptures carved by these ancient people still remain. The Mayan People From 250 AD to around 900 AD the Mayan civilization flourished in Mexico. It is estimated that during this time period the Mayan population averaged about 8 million. The ancient Mayan city of Chichen Itza, located in southeastern Mexico, reveals clues to the Mayans’ marvelous past. Mayan people are noted for their early un- derstanding of astronomy and for creating a sophisticated language. At Chichen Itza you can view monuments, temples, and ball courts built in this early time period. While their ancient civilization lies in A temple at the Mayan city, ruins, the Mayans are still living and surviving. More than 6 million Chichen Itza. Mayans live throughout Mexico, Belize, and Guatemala. The Toltec People In 900 AD, the Toltec people began to transform the small farming community of Tula into a thriv- ing capital city, which would become a home to an estimated 30,000 people.
    [Show full text]
  • A History of Mexico 3 Units; 3 Hours Lecture Recommended Preparation: Eligibility for English 1A Credit, Degree Applicable Transfer, CSU, UC
    History 154 (formerly History 19) A History of Mexico 3 units; 3 hours lecture Recommended Preparation: eligibility for English 1A Credit, degree applicable Transfer, CSU, UC This course surveys the political, social, cultural, and economic history of Mexico from Pre-Columbian times to the present. Discussion of major epochs of Mexican history will focus on the influence of various cultural groups in shaping modern Mexico. Course objectives: 1. Identify the role of geography in Mexican history. 2. Describe and assess the cultural contributions of various pre-Columbian civilizations of Mexico. 3. Evaluate Spain's impact on Mexican historical development. 4. Analyze the Spanish colonial period in economic, political, religious and social terms. 5. Identify and discuss the causes of the Mexican Independence movement against Spanish rule including major participants and events. 6. Assess the economic and political challenges faced by Mexico during early nationhood. 7. Evaluate Mexican foreign diplomatic relations during the nineteenth century with an emphasis on the role of the United States. 8. Discuss and determine the complex philosophies and politics of the Age of the Reform. 9. Analyze the economic, political, and social characteristics of the age of Porfirio Diaz. 10. Analyze the causes, effects, and aftermath of the Mexican Revolution of 1910. 11. Identify and evaluate the major political issues of Modern Mexico from 1910 to the present. 12. Compare and contrast Indian and European cultural contributions in shaping Mexican identity. Student Learning Outcomes: 1. Given primary and/or secondary source(s) pertaining to a significant aspect of economic, political, social or cultural patterns in the history of Mexico, students will develop and persuasively argue an historical thesis in a written or oral assignment that effectively uses the sources as evidence.
    [Show full text]
  • Chapter 6. Agricultural Policy and Rural Poverty– 139
    Chapter 6. Agricultural policy and rural poverty– 139 Chapter 6. Agricultural policy and rural poverty Introduction There are several reasons to expect that agricultural policies have an impact on rural poverty in Mexico, and this view is widely held. First, the high incidence of poverty in rural areas and the fact that agriculture is a rural activity means that the two overlap in spatial terms. Consequently, many poor people are involved in agriculture, and a part of total agricultural output is provided by poor land-owners and poor labourers. Second, the historical role of the land tenure system in Mexico to redistribute wealth is closely connected to the agricultural sector for which land is a critical input: the process of dividing land holdings has an impact on agriculture, and the evolution of agriculture affects returns to land. These associations give rise to an expectation that agricultural policies can, should or do alleviate poverty in rural areas. Thus, while the focus of this study is on agricultural policies, and previous chapters have discussed their effects on the agricultural sector and commodity markets, in this chapter the effects of agricultural policies on rural poverty is explored in terms of the incidence of support. The focus on agricultural policy is maintained, save in those cases where programmes provided outside the confines of sectoral policy provide an important benchmark, so this assessment is strictly relevant to the impacts of agricultural policies on rural poverty.1 Moreover, the direct effects of income transfers are addressed, not second-round effects; the potential that an agricultural policy would generate greater regional short- or long-run economic growth that helps poorer people indirectly, by raising their wages for example, is not entertained here.2 Evidence shows that the reforms to agricultural policies brought about substantial improvements in the distribution of transfers, but this success is relative to a basis that, as of the early 1990s, exhibited a pronounced bias against the rural poor.
    [Show full text]
  • Porfirian Influence on Mexican Journalism: an Enduring Legacy of Economic Control
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1987 Porfirian influence on Mexican journalism: An enduring legacy of economic control Steve Devitt The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Devitt, Steve, "Porfirian influence on Mexican journalism: An enduring legacy of economic control" (1987). Graduate Student Theses, Dissertations, & Professional Papers. 5085. https://scholarworks.umt.edu/etd/5085 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. COPYRIGHT ACT OF 1976 Th is is an unpublished m a nu scr ipt in w hich c o pyr ig ht s u b s is t s . Any further r e p r in t in g of it s contents must be APPROVED BY THE AUTHOR. Ma n s f ie l d L ibrary Un iv e r s it y of Montana D a t e :____ 1_ THE PORFIRIAN INFLUENCE ON MEXICAN JOURNALISM: AN ENDURING LEGACY OF ECONOMIC CONTROL by Steve Devitt B.A., Eastern Montana College, 1971 Presented in partial fulfillment for the requirements for the degree of Master of Arts in Journalism University of Montana 1987 Approved by Graduate School UMI Number: EP40549 All rights reserved INFORMATION TO ALL USERS The.
    [Show full text]
  • Magazines, Tourism, and Nation-Building in Mexico
    STUDIES OF THE AMERICAS Series Editor: Maxine Molyneux MAGAZINES, TOURISM, AND NATION-BUILDING IN MEXICO Claire Lindsay Studies of the Americas Series Editor Maxine Molyneux Institute of the Americas University College London London, UK The Studies of the Americas Series includes country specifc, cross- disciplinary and comparative research on the United States, Latin America, the Caribbean, and Canada, particularly in the areas of Politics, Economics, History, Anthropology, Sociology, Anthropology, Development, Gender, Social Policy and the Environment. The series publishes monographs, readers on specifc themes and also welcomes proposals for edited collections, that allow exploration of a topic from several different disciplinary angles. This series is published in conjunc- tion with University College London’s Institute of the Americas under the editorship of Professor Maxine Molyneux. More information about this series at http://www.palgrave.com/gp/series/14462 Claire Lindsay Magazines, Tourism, and Nation-Building in Mexico Claire Lindsay Department of Spanish, Portuguese, and Latin American Studies University College London London, UK Studies of the Americas ISBN 978-3-030-01002-7 ISBN 978-3-030-01003-4 (eBook) https://doi.org/10.1007/978-3-030-01003-4 Library of Congress Control Number: 2018957069 © The Editor(s) (if applicable) and The Author(s) 2019. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
    [Show full text]
  • The Many Faces of Mexico by David J
    The Many Faces of Mexico by David J. Danelo David Danelo graduated from the U.S. Naval Academy and served seven years as an infantry officer in the Marine Corps. In 2004, then-Captain Danelo served near Fallujah with the First Marine Expeditionary Force as a convoy commander, intelligence officer and provisional executive officer for a rifle company. His first book, Blood Stripes: The Grunt’s View of the War in Iraq (Stackpole: 2006), was awarded the 2006 Silver Medal (Military History) by the Military Writers Society of America. His most recent book is The Border: Exploring the U.S.-Mexican Divide (2008). He is a Senior Fellow in FPRI’s Program on National Security. Abstract: This article will reexamine basic assumptions about the geopolitics and character of the United States-Mexico border, take a closer look at current events that have affected the drug war and, finally, discuss possible policy responses beyond those routinely voiced in the public domain. eptember 2010 was a special time in Mexico. Billboards from Chihuahua to Chiapas celebrated the ‘‘bicentenario,’’ or the bicentennial celebra- S tion of Mexico’s declaration of independence from Spain. The patriotic festivities culminated on September 15, when revelers crowded the plazas of Mexico’s cities, cheeks painted in the tricolor of green, white and red. Just before midnight, in accordance with Mexico’s annual custom, city leaders read Father Miguel Hidalgo’s 1810 proclamation against colonial tyranny, and the crowd affirmed its conclusion with thunderous cries of ‘‘Viva Me´xico!’’ The Grito de Dolores, as the commemorated event is called, felt like a cross between July 4th in Washington, D.C.
    [Show full text]
  • CENTRAL AMERICA and TEXAS, 1821-1836 By
    MEXICO’S BREAK UP: MEXICO CITY'S MISCONCEPTIONS AND MISMANAGEMENT OF ITS PERIPEHERIES: CENTRAL AMERICA AND TEXAS, 1821-1836 by KYLE CARPENTER 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 ARTS IN HISTORY THE UNIVERSITY OF TEXAS AT ARLINGTON MAY 2013 Copyright © by Kyle Carpenter 2013 All Rights Reserved ACKNOWLEDGEMENTS I cannot thank my committee enough. Dr. Sam Haynes, the committee chair, remained unflinchingly supportive from the very beginning. He took on this project in its infant stages and allowed it to change and evolve as necessary. His support and trust in me were unbelievable. Dr. David Narrett read every draft so carefully and responded with such detailed commentary. Dr. John Garrigus kept this project alive through his advice and guidance at a critical time in its development. The entire committee was indispensable to this thesis and I cannot thank them enough. While working on this project, I relied on the support of so many people. The person who deserves the most gratitude is my wife, Mickey. She patiently supported me through all the research, all the writing, and all the editing that went into this thesis. I could not have done it without her. I also extend my thanks to everyone who helped me in the massive research campaign this thesis required. The staff at the University of Texas at Arlington Library Special Collections deserves special thanks. Additionally, I received great assistance from the staffs at the Nettie Lee Benson Library and the Bancroft Library.
    [Show full text]
  • A BRIEF HISTORY of MEXICO the Classic Period to the Present
    A BRIEF HISTORY OF MEXICO The Classic Period to the Present Created by Steve Maiolo Copyright 2014 Table of Contents Chapter 1: Section 1: The Maya The Mayan Creation Myth ........................................................................ 1 Ollama ..................................................................................................... 1 Mayan Civilization Social Hierarchy ....................................................................................... 2 Religion ................................................................................................... 3 Other Achievements ................................................................................ 3 The Decline of the Mayans ...................................................................... 3 Section 2: The Aztecs The Upstarts ............................................................................................ 4 Tenochtitlàn ............................................................................................. 4 The Aztec Social Hierarchy Nobility (Pipiltin) ....................................................................................... 5 High Status (not nobility) .......................................................................... 5 Commoners (macehualtin) ....................................................................... 6 Slaves ...................................................................................................... 6 Warfare and Education ...........................................................................
    [Show full text]
  • Complexity of Acapulco Evolution As a Tourist Destination
    Journal of Intercultural Management Vol. 9 | No. 3 | September 2017 | pp. 5–28 DOI 10.1515/joim-2017-0011 Roger Joseph Bergeret Alejandro Quintero León2 Muñoz1 Universidad Autónoma de Guerrero Universidad Autónoma de Guerrero [email protected] [email protected] Mónica Corazón Gordillo Escalante3 Universidad Autónoma de Guerrero [email protected] Complexity of Acapulco Evolution as a Tourist Destination La Complejidad de Acapulco Evolución como Destino Turístico 1. Profesor-Investigador de la Universidad Autónoma de Guerrero en el Programa Maestría en Ciencias: Gestión Sustentable del Turismo con reconocimiento en el Padrón PNPC del CONACyT. Doctor en Estudios de Sociedades Latinoamericanas, Egresado de la Universidad Nueva Sorbona Paris 3 2. Profesor-Investigador de la Universidad Autónoma de Guerrero en el Programa Maestría en Ciencias: Gestión Sustentable del Turismo con reconocimiento en el Padrón PNPC del CONACyT. Doctor en Administración Egresado de la UAGro 3. Profesora-Investigadora de la Universidad Autónoma de Guerrero en la Licenciatura en Gestión del Turismo de la facultad de Turismo de la UAGro. Egresada de la Maestría en Gestión del Turismo UAGro Roger Joseph Bergeret Muñoz, Alejandro Quintero León, Mónica Corazón Gordillo Escalante Abstract: The paper analyzes diachronically the evolution and complexity of tourist activity in Acapulco, which was a very significant part of the history of Mexico in the 20th century and even centuries before, it was configured as Mexican icon of tourism for the world. This study is supported by evolution and complexity theories. The research presented is qualitative, inductive, diachronic and hermeneutical; relies on heuristics, criticism and synthesis. Applied materials were documentary, bibliographic and historical sources and statistical records on tourist activity.
    [Show full text]
  • The Cardenas Doctrine and Twentieth-Century Mexican Foreign Policy
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1974 The aC rdenas Doctrine and Twentieth-Century Mexican Foreign Policy. Jerry Edwin Tyler Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Tyler, Jerry Edwin, "The aC rdenas Doctrine and Twentieth-Century Mexican Foreign Policy." (1974). LSU Historical Dissertations and Theses. 2768. https://digitalcommons.lsu.edu/gradschool_disstheses/2768 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. t INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.
    [Show full text]