The Mexican Revolution in El Paso Collections
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Colonias Fresnillo
PUERTO Fresnillo, Zac. O EL PUENTE SIN ASIGNACIÓN 2 SIN ASIGNACIÓN 3 SIN ASIGNACIÓN 8 SIN ASIGNACIÓN 4 POBLACIÓN TOTAL DEL MUNICIPIO 2015: 230,865 SIN ASIGNACIÓN 7 NUEVA ALIANZA LÁZARO CARDENAS SIN ASIGNACIÓN 9SIN NOMBRE DE COLONIA 1 PLAN DE AYALA ZONA INDUSTRIAL POBLACIÓN TOTAL CABECERA MCPAL 2010: 120,944 SIN ASIGNACIÓN 6 AMPLIACIÓN AZTECA MÉXICO VILLAS DE PLATEROS SOLIDARIDAD SIN ASIGNACIÓN 5 SIN ASIGNACIÓN 11 REAL DEL FRESNO NUEVA ESPAÑA AZTECA EMILIANO ZAPATA SECCIÓN 7 SIN ASIGNACIÓN 10 UNIVERSIDAD FRANCISCO I. MADERO LOS BALCONES PATRIA Y LIBERTAD SIN NOMBRE DE COLONIA 2 ARBOLEDAS SIN ASIGNACIÓN 1 PLUTARCO ELIAS CALLES EMILIANO ZAPATA LOMAS DE PLATEROS JUAN ANTONIO CASAS TORRES SIN ASIGNACIÓN 12 LINDAVISTA LUIS DONALDO COLOSIO SIN NOMBRE DE COLONIA 3 DEL FRESNO OBRERA FELIPE MONREAL TECNOLÓGICA SIN NOMBRE DE COLONIA 8 BENITO JUÁREZ SIN ASIGNACIÓN 15 FRANCISCO GOYTIA LAS TORCAZAS LAS FLORES DEL SOL ARTESANOS MAGISTERIAL 18 DE JULIO LIENZO CHARRO GONZÁLEZ ORTEGA FELIPE ANGELES LASALLE DEL POLICÍA SATÉLITE JOSÉ MA. VAZQUEZ PROGRESO PERIODISTAS SIN ASIGNACIÓN 16 INDUSTRIAL ALTO EL VERGEL EL BAJÍO DE FRESNILLO LAS HACIENDAS SIN NOMBRE DE COLONIA 4 LA JOYA EL OLIVAR LAGUNILLA CENTRO ñ LAS AMÉRICAS DEL PARQUE MIGUEL HIDALGO FRANCISCO VILLA ECOLÓGICA VENUSTIANO CARRANZA MESOAMÉRICA ROQUE ESTRADA FOVISSSTEEL VERGEL GONZÁLEZ ORTEGA DEL VALLE REAL DE MINAS ESPARZA MARAVILLAS VENUSTIANO CARRANZA II SAN FRANCISCO SAN JORGE LA FORTUNA BUENOS AIRES ELECTRICISTAS SAN MIGUEL DEL BOSQUE POLVAREDAS FORTUNA MINERA IMPRESIONISTAS UNIDAD Y ESFUERZO MAGISTERIAL DR. MONREAL QUINTA DEL COBRE VICTORIA II LA PAZ Fuente:INEGI.Censo de Población y Vivienda 2010. LOS OLIVOS LOS SOTOLES PETROLEOS INEGI.Encuesta Intercensal 2015. -
The Impact of the Mexican Revolution on Spanish in the United States∗
The impact of the Mexican Revolution on Spanish in the United States∗ John M. Lipski The Pennsylvania State University My charge today is to speak of the impact of the Mexican Revolution on Spanish in the United States. While I have spent more than forty years listening to, studying, and analyzing the Spanish language as used in the United States, I readily confess that the Mexican Revolution was not foremost in my thoughts for many of those years. My life has not been totally without revolutionary influence, however, since in my previous job, at the University of New Mexico, our department had revised its bylaws to reflect the principles of sufragio universal y no reelección. When I began to reflect on the full impact of the Mexican Revolution on U. S. Spanish, I immediately thought of the shelf-worn but not totally irrelevant joke about the student who prepared for his biology test by learning everything there was to know about frogs, one of the major topics of the chapter. When the day of the exam arrived, he discovered to his chagrin that the essay topic was about sharks. Deftly turning lemons into lemonade, he began his response: “Sharks are curious and important aquatic creatures bearing many resemblances to frogs, which have the following characteristics ...”, which he then proceeded to name. The joke doesn’t mention what grade he received for his effort. For the next few minutes I will attempt a similar maneuver, making abundant use of what I think I already know, hoping that you don’t notice what I know that I don’t know, and trying to get a passing grade at the end of the day. -
Felipe Angeles| Military Intellectual of the Mexican Revolution, 1913--1915
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1988 Felipe Angeles| Military intellectual of the Mexican Revolution, 1913--1915 Ronald E. Craig 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 Craig, Ronald E., "Felipe Angeles| Military intellectual of the Mexican Revolution, 1913--1915" (1988). Graduate Student Theses, Dissertations, & Professional Papers. 2333. https://scholarworks.umt.edu/etd/2333 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 THIS IS AN UNPUBLISHED MANUSCRIPT IN WHICH COPYRIGHT SUBSISTS, ANY FURTHER REPRINTING OF ITS CONTENTS MUST BE APPROVED BY THE AUTHOR, MANSFIELD LIBRARY UNIVERSITY OF MONTANA DATE198ft FELIPE ANGELES: MILITARY INTELLECTUAL OF THE MEXICAN REVOLUTION 1913-1915 by Ronald E. Craig B.A., University of Montana, 1985 Presented in partial fulfillment of requirements for the degree of Master of Arts University of Montana 1988 Chairman^ Bagprd—of—Examiners Dean, Graduate School / & t / Date UMI Number: EP36373 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. -
The Pueblos of Morelos in Post- Revolutionary Mexico, 1920-1940
The Dissertation Committee for Salvador Salinas III certifies that this is the approved version of the following dissertation: The Zapatistas and Their World: The Pueblos of Morelos in Post- revolutionary Mexico, 1920-1940 Committee: ________________________________ Matthew Butler, Supervisor ________________________________ Jonathan Brown ________________________________ Seth Garfield ________________________________ Virginia Garrard-Burnett _________________________________ Samuel Brunk The Zapatistas and Their World: The Pueblos of Morelos in Post- revolutionary Mexico, 1920-1940 by Salvador Salinas III, B.A., M.A. Dissertation Presented to the Faculty of the Graduate School of the University of Texas at Austin In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December 2014 To my parents The haciendas lie abandoned; semi-tropical growth burst from a thousand crannies, wreathing these monuments of a dead past in a wilderness of flowers. Green lizards dart through the deserted chapels. The bells which summoned to toil and to worship are silent. The peons are free. But they are not contented. -Ernest Gruening on Morelos, Mexico and its Heritage, New York: Appleton Century Croft, 1928, 162. Acknowledgments First I would like to thank my parents, Linda and Salvador Salinas, for their unwavering support during my graduate studies; to them I dedicate this dissertation. At the University of Texas at Austin, I am greatly indebted to my academic advisor, Dr. Matthew Butler, who for the past six years has provided insightful and constructive feedback on all of my academic work and written many letters of support on my behalf. I am also grateful for my dissertation committee members, Professor Jonathan Brown, Professor Seth Garfield, Professor Virginia Garrard-Burnett, and Professor Samuel Brunk, who all read and provided insightful feedback on this dissertation. -
The Mexican Revolution.Pdf
The Mexican Revolution How did Mexico achieve its independence? • Mexico achieved its independence from Spain in 1821 – Achieved with the help of men like Padre Morelos • Developed a constitution in 1824 similar to the US What problems did the new Mexican nation face? • Serious problems: – Issues with the Catholic Church – Issues over class / wealth – No experience with democracy – Issues with the US (“the Colossus of the North”) • Mexico also lacked a strong / honest leader Mexico’s Long Dictator History Mexico’s Issues with the Catholic Church Mexico’s Long History of the Poor General Antonio Lopez de Santa Anna Issues with Texas The Texas War for Independence The Alamo The Mexican War Los Niños Héroes Santa Anna’s Leg How did the wars with Texas and the United States effect Mexico? • The wars with Texas and the US caused much turmoil in the Mexican government – Constant disputes for power / revolts • Issues between the rich, poor, and the Church added to the chaos Who was Benito Juarez? • Benito Juarez was a reformer president – 1806-1872 • Background: – Born into a poor Indian family – Lawyer / Judge – Former governor • Wanted to help reform Mexico for the better How did Juarez reform Mexico for the better? • Juarez introduced a reform movement called “La Reforma” – Less power for the Church – Land reform for the poor – More education • Juarez’s political enemies rebelled – Civil war / foreign intervention (Europe) The Mexican War of Reform (1857-1861) French Intervention in the War / Conquest (1861-67) Mexican Emperor Maximilien Emperor -
Emily Edmonds-Poli and David A. Shirk 2009- Contemporary Mexican Politics
CONTEMPORARY MEXICAN POLITICS EMILY EDMONDS-POLI and DAVID A. SHIRK ContempMexPolPBK.indd 1 10/16/08 12:23:29 PM #/.4%-0/2!29 -%8)#!.0/,)4)#3 CONTEMPORARY MEXIC AN POLITICS Emily Edmonds-Poli and David A. Shirk ROWMAN & LITTLEFIELD PUBLISHERS, INC. Lanham • Boulder • New York • Toronto • Plymouth, UK ROWMAN & LITTLEFIELD PUBLISHERS, INC. Published in the United States of America by Rowman & Littlefield Publishers, Inc. A wholly owned subsidiary of The Rowman & Littlefield Publishing Group, Inc. 4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706 www.rowmanlittlefield.com Estover Road, Plymouth PL6 7PY, United Kingdom Copyright © 2009 by Rowman & Littlefield Publishers, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. British Library Cataloguing in Publication Information Available Library of Congress Cataloging-in-Publication Data Edmonds, Emily. Contemporary Mexican politics / Emily Edmonds-Poli and David A. Shirk. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-7425-4048-4 (cloth : alk. paper) ISBN-10: 0-7425-4048-0 (cloth : alk. paper) ISBN-13: 978-0-7425-4049-1 (pbk. : alk. paper) ISBN-10: 0-7425-4049-9 (pbk. : alk. paper) 1. Mexico--Politics and government--2000- I. Shirk, David A., 1971- II. Title. F1236.7.E36 2009 320.972--dc22 2008031594 Printed in the United States of America ™ The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI/NISO Z39.48-1992. -
The Mexican Revolution and the Relevant Present Anton Schulzki – William J
The Mexican Revolution and the Relevant Present Anton Schulzki – William J. Palmer High School, Colorado Springs Objectives for the day Attendees will examine the relationship between the United States and Mexico Attendees will discuss the historical impact of the Mexican Revolution on Mexico and the relationship between the United States Attendees will develop techniques for using relevant connections in class What is the connection between these two individuals? What is the connection between these two events? United States troops at the U.S.- Remains of Columbus New Mexican border 2018 Mexico after Villa raid 1916 Mexican Revolution K-N-L What do you Know What do you Need to know (what do you want to know) What have you Learned “So close to the United States, so far from God” – Porfirio Diaz Revolution was the single greatest political, social and cultural event in the 20th century 1million to 1.5 million died as a result (total population of approx.. 15 million) 300,000 to 450,000 emigrated to the United States from 1910-1930 United States invaded/attacked/intervened in the Mexican Revolution at least three different times – including the 1916-1917 Punitive Expedition Constitution of 1917 seen as a model for constitutions written in Latin America in the 20th century – including Cuban Led to a development of Mexican cultural expressions including muralists and corridos Popular vision of the Mexican Revolution How I approach the Mexican Revolution A topic of study for the International Baccalaureate program Entire unit -
The Start of the 20Th Century: Mexico As Metaphor of Latin America
Convenit Internacional 17 jan-abr 2015 Cemoroc-Feusp / IJI - Univ. do Porto The Start of the 20th Century: Mexico as Metaphor of Latin America Areli González1 California State University-Fullerton Resumen: Este artículo explora la identidad utópica de México en 1920, por medio de la reproducción de arte, de dos escritores mexicanos, Octavio Paz y Juan Rulfo. Se argumenta en este ensayo que México es el vocero de América Latina en términos políticos, movimientos sociales, y económicos. Lo que sucedería en México durante los años de 1920 es la creación de una nación utópica que más adelante se transformaría en la experiencia de América Latina; y por medio de esta creación ilusoria de un lugar perfecto se refleja en el arte las discrepancias de esta creación. Muestra al lector una visión de México y su utopía. Palabras Clave: México; utopía; arte; Juan Rulfo; Octavio Paz. Abstract: This article explores the utopian identity of Mexico in the 1920s through the reproduction of the arts by Octavio Paz and Juan Rulfo. It is argued that Mexico is the spokesperson of Latin America in terms of politics, social movements, and economy. What happened in Mexico during the 1920s as the creation of a utopic nation was later experienced in other Latin American countries in years to come. Through this creation of a fanciful, perfect place, the artwork reflects the discrepancies of the same, and shows to the viewer that Mexico was and still is a utopia. Keywords: Mexico, Utopia, Art, Juan Rulfo, Octavio Paz. Yo vengo a hablar por vuestra boca muerta. A través -
Legacies of the Mexican Revolution” a Video Interview with Professor Aurora Gómez-Galvarriato
DISCUSSION GUIDE FOR “LEGACIES OF THE MEXICAN REVOLUTION” a video interview with Professor Aurora Gómez-Galvarriato Organizing • What were the immediate and long-term legacies of the Mexican Questions Revolution within Mexico? • What legacies of the Mexican Revolution were intended from its outset? Which were achieved and which were not achieved? Summary Aurora Gómez-Galvarriato is a Professor of Historical Studies at Colegio de México. In this 18-minute video, Professor Gómez-Galvarriato discusses how perceptions of the legacies of the Mexican Revolution have changed over time. She talks about the immediate legacies of the Revolution, intended outcomes that did not materialize, and the legacies that have persisted until today. Objectives During and after viewing this video, students will: • identify the immediate and long-term consequences of the Mexican Revolution; • discuss to what extent the goals of the original revolutionaries were achieved by the end of the Mexican Revolution; and • evaluate whether the benefits of the Mexican Revolution justified the costs. Materials Handout 1, Overview of the Mexican Revolution, pp. 5–10, 30 copies Handout 2, Video Notes, pp. 11–13, 30 copies “LEGACIES OF THE MEXICAN REVOLUTION” DISCUSSION GUIDE 1 introduction Handout 3, Perspectives on the Legacies of the Mexican Revolution, p. 14, 30 copies Handout 4, Synthesis of Perspectives, pp. 15–16, 30 copies Handout 5, Assessing the Mexican Revolution’s Costs and Benefits, p. 17, 30 copies Answer Key 1, Overview of the Mexican Revolution, pp. 18–19 Answer Key 2, Video Notes, pp. 20–21 Answer Key 3, Perspectives on the Legacies of the Mexican Revolution, p. -
Felipe Angeles De Elena Garro: Sacrificio Heroico
SPRING 1987 29 Felipe Angeles de Elena Garro: Sacrificio heroico Delia V. Galván El drama Felipe Angeles de la mexicana Elena Garro fue publicado primero por la Revista Coatí de Guadalajara y después en 1979 por la Universidad Nacional Autónoma de México. Se estrenó en México el 13 de octubre de 1978 en el teatro de la Ciudad Universitaria bajo la dirección de Hugo Galarza. Al año siguiente el grupo que la representó llevó la obra a Barcelona para inaugurar el Festival de Sitges. Elena Garro rescató de un relativo olvido a Felipe Angeles, personaje histórico de la Revolución mexicana, después de hacer una investigación del tema en que consultó los archivos de la Secretaría de la Defensa Nacional. La preparación y la inteligencia de Angeles fueron reconocidos por el Presidente Madero, quien lo nombró director del Colegio Militar. Durante la lucha armada peleó del lado de Carranza por considerar importante la unión de las fuerzas revolucionarias; en 1914 fue miembro de la Convención; participó en la preparación de la nueva Constitución de 1917 y después decidió hacerse miembro de la División del Norte de Francisco Villa. Cuando Villa se retiró a Chihuahua y los Estados Unidos reconocieron el gobierno de Venustiano Carranza, Angeles se exilió en este país. Al regresar a México fue hecho prisionero y fusilado por tropas de Carranza. (Urrutia 4; Rabell 9-10) Como lo presenta Elena Garro se podría objetar la caracterización de Carranza como villano y la de Angeles como héroe redentor porque histórica mente puede no ser muy justa, pero sí muy dramática: acusado por el Primer Jefe, Angeles se convierte en chivo expiatorio para absorber las iniquidades cometidas en la Revolución durante un juicio sumario por rebelión. -
Soldaderas and the Staging of the Mexican Revolution 1
Soldaderas and the Staging of the Mexican Revolution 1 Alicia Arrizón Si Adelita se fuera con otro la seguiría por tierra y por mar. Si por mar en un buque de guerra Si por tierra en un tren militar. Adelita, por Dios te lo ruego, calma el fuego de esta mi pasión, porque te amo y te quiero rendido y por ti sufre mi fiel corazón. 2 If Adelita should go with another I would follow her over land and sea. If by sea in a battleship If by land on a military train. Adelita, for God’s sake I beg you, calm the fire of my passion, because I love you and I cannot resist it and my faithful heart suffers for you. 3 “La Adelita” was one of the most popular songs of the Mexican Revolution (1910–1920). According to some sources (see Soto 1990:44), this ballad was originally inspired by a Durangan woman who had joined the Maderista movement4 at an early age. Troubadours made the song—and Adelita her- self—a popular emblem of the Revolution. As Baltasar Dromundo put it, “las guitarras de todas partes se iban haciendo eruditas en ese canto hasta que por fin la Revolución hizo de ella su verdadero emblema nacional” (guitar ists from all over were becoming experts in that song and it became the true em- blem of the Revolution) ( 1936:40). Significantly, Adelita’s surname, as well as the family names of many other soldaderas (soldier-women), remained virtually unknown. However, the popular songs composed in honor of these women contributed enormously to their fame and to documenting their role in the Revolution. -
Copy of Five Artists of the Mexican Revolution
Five Artists of the Mexican Revolution How were artists influenced by the events of the Mexican Revolution? Grades 9-12 Lesson: Five Artists of the Mexican Revolution Grade Band: 9-12 Arts Subject: Visual Arts Other Subject: Language Studies, History SUMMARY In this 9-12 lesson, students will create original artwork demonstrating the style of an early 20th-century artist of the Mexican Revolution. They will research how art was influenced or created in response to major events, artists, and personalities of the Mexican Revolution. PREPARATION Learning Objectives Students will: ● Research and gather information about the Mexican Revolution, including prominent revolutionary figures and artists. ● Analyze the style and recurring themes of Mexican artists. ● Create artwork using contemporary events and the style of one of the artists studied. ● Describe connections between how the artists were influenced by Mexico’s history, political figures, and influence on original artwork. Recommended Materials Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. ● Slide: Mexican Artists ● Brief Synopsis: History of Mexico ● Inquiry Project: Mexican Revolution Leaders ● Capture Sheet: Mexican Revolution Political Figures ● Slide: Mexican Revolution Timeline ● Capture Sheet: Artist Inquiry Websites ● TweenTribune ● Newsela ● PBS Teacher Background Review the Brief Synopsis: History of Mexico. Note: This lesson can be adapted for the Spanish language classroom. Lesson Connection: Five Artists of the Mexican Revolution Copyright The Kennedy Center. All rights reserved. Materials may be reproduced for educational purposes. Updated April 2021 Prerequisites Basic knowledge of the Mexican War of Independence and key vocabulary: communism, fresco, Marxism, mural, satire, surrealism, symbolism.