DOCSLIB.ORG

13.2 Part 2.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
13.2 Part 2.Pdf CHAPTER 13 • SECTION 2 settlers did not respond to their offer of land, the Spanish agreed to let American Moses Austin start a colony there, provided the settlers followed Spanish law. Shortly after Stephen F. Austin arrived in Texas in 1821, Mexico successfully gained its independence from Spain. Tejas was now a part of the More About . new nation of Mexico. With the change in government, the Spanish land grant given to Austin’s father was worthless. Tejanos Stephen F. Austin traveled to Mexico City to persuade the new Mexican government to let him start his American colony. The Mexican government Not all Tejanos were unhappy about would consent only if the new settlers agreed to become Mexican citizens Americans settling Texas. José Antonio and members of the Roman Catholic Church. Navarro (1795–1871), a Tejano politician Between 1821 and 1825, Austin attracted about 300 families to his new from San Antonio, cast his lot with the settlement. These original Texas settler families are known as the “Old Three Americans early on. He befriended Stephen Hundred.” He demanded proof that each family head worked hard and did Austin and helped in the cause of Texas not use alcohol. The colony attracted more and more settlers. Some were independence from Mexico and annexation looking for a new life, some were escaping from the law, and others were to the United States. ONLINE looking for a chance to grow rich. By 1830, the population had swelled to PRIMARY SOURCE about 25,000, with Americans outnumbering the Tejanos six to one. In 1836, Navarro was one of only three Hear the perspectives Rising Tensions in Texas As more Americans settled in Texas, tensions Tejano signers of the Texas Declaration at the Research & increased. Americans resented Mexican laws. They were unhappy that offi- of Independence. He helped draft the Writing Center Constitution of the Republic of Texas and @ ClassZone.com later the state constitution—as the sole Tejano representative. COMPARING Perspectives Navarro also became a leading advocate for Tejanos as he saw Tejanos lose their land By the 1820s, non-Mexican settlers were a growing presence in Texas. and other rights to Anglo-Americans. Tejanos were quickly outnumbered. Most of the American settlers refused to learn Spanish and resented the Mexican laws they were expected to honor. Different perspectives of the changes in Texas are quoted below. RESEARCH & Go online to explore WRITINGmore of the CENTER heated debate at ClassZone.com Against Settlement For Settlement COMPARING Perspectives The Americans . have taken posses- My object, the sole and only desire of sion of practically all of the eastern my ambitions since I first saw Texas, was “ part of Texas, in most cases without the “ Hear recordings of these sources at to . settle it with an intelligent, honor- permission of the authorities. They able, and [interprising] people. the Research and Writing Center immigrate constantly finding no one to Texas should be effectually, and fully, @ ClassZone.com. Point out that the prevent them, and take possession of the Americanized—that is—settled by a American settlers, in the words of Mexican sitio [site] that best suits them without population that will harmonize with their “ soldier José Maria Sanchez, had “taken either asking“ leave or going through any neighbors on the East, in language, politi- formality other than that of building their cal principles, common origin, sympathy, possession of practically all of the eastern homes. and even interest. part of Texas, in most cases without — attributed to Mexican soldier — Stephen F. Austin, ca.1837 the permission of the authorities.” Ask José Maria Sanchez, April 1828 students to compare the reasons Americans immigrated to Texas in the 1820s with CRITICAL THINKING Make Inferences Why do you think American settlers believed they could Americanize Texas? those of Mexicans immigrating to the United States today. (Possible Answers: for economic opportunities, to be closer to family who had previously moved) 428 Chapter 13 • Why did Stephen Austin believe in Americanizing Texas? (Possible Answer: DIFFERENTIATING INSTRUCTION to connect it culturally and politically with neighboring lands to the east) English Learners Pre-AP CRITICAL THINKING ANSWER Make Inferences Possible Answer: Vocabulary: Suffixes Text Analysis Because they knew they outnumbered the Explain that the suffix -less means “not Ask a volunteer to read aloud Stephen Tejanos and would be supported by their having.” Point out the word worthless Austin’s text, cited on this page. American neighbors to the east. in the first paragraph, last line (“the Allow students five minutes to write Spanish land grant given to Austin’s a brief analysis of the tone, purpose, father was worthless”), and ask students assumptions, and intentions revealed what it means. Then ask students to add in this text. Encourage students to base the suffix -less to other words, such as their analyses on specific words or use, power, meaning, fear, breath, and phrases in the text. Then have volunteers home. Ask volunteers to read one of the share their analyses as part of a group words and define it. discussion. 428 • Chapter 13 cial documents were written in Spanish. Slave owners became angry when CHAPTER 13 • SECTION 2 Mexico outlawed slavery in 1829. They wanted to maintain slavery so they could grow cotton. Austin persuaded the government to allow slave owners to keep their slaves. On the other hand, the Tejanos found the Americans difficult to live with, too. Tejanos thought that the Americans believed they were superior and deserved special privileges. The Americans seemed unwilling to adapt to or Teach to understand Mexican laws. Responding to warnings of a possible revolution, the Mexican government Answer: American Texans Revolt Against Mexico settlers were unwilling cracked down on Texas. First, it closed the state to further American immigra- to adapt to or to tion. Next, it required Texans to pay taxes for the first time. Finally, to enforce understand Mexican laws. Reader, Recorder, Reporter these laws, the government sent more Mexican troops to Texas. American slave owners resented the Mexican • What might have happened if Santa Anna had ANALYZE CAUSES AND EFFECTS Explain how American settlers caused ban on slavery in 1829. not jailed Stephen Austin in 1833? (Texas might problems in Texas. have stayed part of Mexico.) • Why didn’t Texas join the United States in Texans Revolt Against Mexico 1836? (The government of Texas asked to join, but the U.S. Congress voted against KEY QUESTION What events led to Texas’s independence from Mexico? annexation.) The actions of the Mexican government caused • Sequence Events Have students list the angry protests from Americans and many Tejanos. major events, with their dates, that led to Some Texans talked about breaking away from formation of the Lone Star Republic. Remind Mexico. But Austin remained loyal to Mexico. students that the map on page 431 also War Begins In 1833, Austin went to Mexico City to contains important dates. (1833—Stephen present a list of requested reforms to Mexican offi- Austin asks Mexico for reforms; September cials. The most urgent request was that Texas become 1835—Mexican army marches into a self-governing state within Mexico. Mexican presi- Gonzales; March 1–2, 1836—Texans declare dent General Antonio López de Santa Anna agreed to independence; March 6, 1836—The Alamo most of the reforms. But Santa Anna then learned falls; April 21, 1836—Texans led by Sam of a letter Austin had written. If his requests Houston defeat Santa Anna at San Jacinto; weren’t met, wrote Austin, he would support (left) Mexican general September, 1836—Lone Star Republic breaking away from Mexican rule. This was rebellion! Santa Anna Antonio López de Santa proclaimed) jailed Austin for almost a year. The furious Texans were ready to rebel. Anna liked to be known as the “Napoleon of the Santa Anna sent more troops to Texas. In October 1835, Mexican soldiers West.” marched to the town of Gonzales. They had orders to seize a cannon used by the Texans for protection against Native Americans. Texas volunteers had More About . hung a flag over the big gun that said, “Come and Take It.” The Mexican troops failed to capture the cannon. In December, Texans The Alamo drove Mexican troops out of an old mission in San Antonio called the Alamo Today, the Alamo is again under siege. that was used as a fortress. Angered by these insults, Santa Anna and 6,000 Moisture seeps into the limestone walls and troops headed for Texas. causes them to crumble. Many people view The Fight for the Alamo On March 1–2, 1836, Texans met at a settlement the mission as a memorial to American’s called Washington-on-the-Brazos to decide what to do about Santa Anna’s willingness to fight for freedom, so a Texas troops. They decided to declare Texas a free and independent republic. group has attempted to preserve the Alamo Sam Houston was placed in command of the Texas army. from further damage. Shrubs and grass were removed and replaced with moisture- Manifest Destiny 429 absorbing gravel and sand. Metal plates were installed underground to block seeping INTERDISCIPLINARY ACTIVITIES water. Texans are also working on how to control another source of moisture—the breath of an estimated three million tourists CONNECT to Art CONNECT to Language Arts who visit the Alamo each year. Texas Settlement Brochures Revolution Chronicles Unit 5 Resource Book Have students create brochures encouraging Explain to students that a chronicle is a factual • Primary and Secondary Sources, American settlers to come to Texas in the 1820s account of events in the order in which they pp. 104–105 and 1830s. They should include: occurred, without opinion or interpretation.
Load more

Recommended publications
  • The Mexican-American Press and the Spanish Civil War”
    Abraham Lincoln Brigades Archives (ALBA) Submission for George Watt Prize, Graduate Essay Contest, 2020. Name: Carlos Nava, Southern Methodist University, Graduate Studies. Chapter title: Chapter 3. “The Mexican-American Press and The Spanish Civil War” Word Count: 8,052 Thesis title: “Internationalism In The Barrios: Hispanic-Americans and The Spanish Civil War, 1936-1939.” Thesis abstract: The ripples of the Spanish Civil War (1936-1939) had a far-reaching effect that touched Spanish speaking people outside of Spain. In the United States, Hispanic communities –which encompassed Puerto Ricans, Cubans, Mexicans, Spaniards, and others— were directly involved in anti-isolationist activities during the Spanish Civil War. Hispanics mobilized efforts to aid the Spanish Loyalists, they held demonstrations against the German and Italian intervention, they lobbied the United States government to lift the arms embargo on Spain, and some traveled to Spain to fight in the International Brigades. This thesis examines how the Spanish Civil War affected the diverse Hispanic communities of Tampa, New York, Los Angeles, and San Francisco. Against the backdrop of the war, this paper deals with issues regarding ethnicity, class, gender, and identity. It discusses racism towards Hispanics during the early days of labor activism. It examines ways in which labor unions used the conflict in Spain to rally support from their members to raise funds for relief aid. It looks at how Hispanics fought against American isolationism in the face of the growing threat of fascism abroad. CHAPTER 3. THE MEXICAN-AMERICAN PRESS AND THE SPANISH CIVIL WAR During the Spanish Civil War, the Mexican-American press in the Southwest stood apart from their Spanish language counterparts on the East Coast.
    [Show full text]
  • Tejano Soldados for the Union and Confederacy
    National Park Service Shiloh U.S. Department of the Interior Use a “short-hand” version of the site name here (e.g. Palo Alto Shiloh National Military Paper Battlefield not Palo Alto Battlefield National Historical Site) set in Mississippi-Tennessee 29/29 B Frutiger bold. Tejano Soldados For The Union And Confederacy "...know that reason has very little influence in this world: prejudice governs." -Wm. T. Sherman 1860 Duty and Sacrifice Mired Warfare was nothing new to the Mexican- Those hispanics which did serve, seemed not in Prejudice Americans (Tejanos) of the western American to identify with, nor understand, the origins frontier. Since the moment the first hispanic of this truly American war, and most soldados soldiers (soldados) and missionaries pushed approached the issues with considerable northward from Mexico, into the vast expanse apathy, whether in blue or gray. The wartime of the American southwest, a daily struggle performance of the Tejano recruit is hard to for survival had existed. Conflicts with Indian assess. He did have a tendency to desert the inhabitants, a series of internal revolutions, service. The desertion rate in some Texas and the Texas War for Independence, and the New Mexico Volunteer militia units, made up Mexican War with the United States had of hispanics, often ran as high as 95 to 100 tempered the hispanic peoples of North percent. These men deserted their units most America to the realities and rigors of war. often, not because of any fear of death or service, but because of a constant prejudice Despite this, hispanics did not respond to the that existed within the mostly white Union American Civil War with the strong emo- and Confederate forces.
    [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]
  • 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.
    [Show full text]
  • Hispanic-Americans and the Spanish Civil War (1936-1939)
    Southern Methodist University SMU Scholar History Theses and Dissertations History Spring 2020 INTERNATIONALISM IN THE BARRIOS: HISPANIC-AMERICANS AND THE SPANISH CIVIL WAR (1936-1939) Carlos Nava [email protected] Follow this and additional works at: https://scholar.smu.edu/hum_sci_history_etds Recommended Citation Nava, Carlos, "INTERNATIONALISM IN THE BARRIOS: HISPANIC-AMERICANS AND THE SPANISH CIVIL WAR (1936-1939)" (2020). History Theses and Dissertations. 11. https://scholar.smu.edu/hum_sci_history_etds/11 This Thesis is brought to you for free and open access by the History at SMU Scholar. It has been accepted for inclusion in History Theses and Dissertations by an authorized administrator of SMU Scholar. For more information, please visit http://digitalrepository.smu.edu. INTERNATIONALISM IN THE BARRIOS: HISPANIC-AMERICANS AND THE SPANISH CIVIL WAR (1936-1939) Approved by: ______________________________________ Prof. Neil Foley Professor of History ___________________________________ Prof. John R. Chávez Professor of History ___________________________________ Prof. Crista J. DeLuzio Associate Professor of History INTERNATIONALISM IN THE BARRIOS: HISPANIC-AMERICANS AND THE SPANISH CIVIL WAR (1936-1939) A Thesis Presented to the Graduate Faculty of Dedman College Southern Methodist University in Partial Fulfillment of the Requirements for the degree of Master of Arts with a Major in History by Carlos Nava B.A. Southern Methodist University May 16, 2020 Nava, Carlos B.A., Southern Methodist University Internationalism in the Barrios: Hispanic-Americans in the Spanish Civil War (1936-1939) Advisor: Professor Neil Foley Master of Art Conferred May 16, 2020 Thesis Completed February 20, 2020 The ripples of the Spanish Civil War (1936-1939) had a far-reaching effect that touched Spanish speaking people outside of Spain.
    [Show full text]
  • The Use of Regional Accent in Audio Health Communications
    University of Otago The Use of Regional Accent in Audio Health Communications Rachel Leeson A thesis submitted in partial fulfilment of the requirements for the degree of Master of Science Communication Centre for Science Communication, University of Otago, Dunedin, New Zealand 28 June 2019 Abstract Cancer is a large and complex family of diseases with a variety of causes and risk factors. The health communication strategy needed to combat cancer may also need to be a large and complex family of communications. Podcasts are an easily made, readily accessible form of audio communication. However, little research has been done about the use of podcasts for health communications. Drawing on the body of literature that supports the efficacy of tailored and targeted health communications, this project looks at the use of audio cancer prevention communications tailored with three regional accents, the American Midwestern accent, the Southern Texan accent, or the Tejano (Texan Mexican American) accent, focusing on a cancer prevention message in two cohorts, Americans (excluding Texans) and Texans. After listening to any of the three audio communications, both cohorts had a strong comprehension of the message and intended to exercise more. The American population reported liking the Southern-accented narrator less and viewing the message as less valid compared to the other narrators, but this did not impact either comprehension or intention to exercise. The Texan population had no significant difference in response to any of the three accents. However, in both the Texan and American population, there was a difference in the response to accents between men and women.
    [Show full text]
  • Contesting the Nation, 1900–1965
    Contesting the Nation, 1900–1965 Fath Davis Ruffins In 1903, when the African American scholar and activist W. E. B. Du Bois wrote that “the problem of the Twentieth Century is the problem of the color-line,” he was in the middle of a very long life.1 Du Bois was born in 1868, the same year that the Fourteenth Amendment to the U.S. Constitution was passed2 (Figure 1). He spent his childhood in a society reeling from the Civil War. After the war he lived through deeply oppressive years when the nation became segregated by law and by custom. Violence against people of color rose to new heights of brutality. He also witnessed some of the bittersweet triumphs of the modern civil rights movement.3 Du Bois died in Ghana, West Africa on 28 August 1963, the same day as the historic March on Washington, and his passing was announced from the podium. His prediction about the color line turned out to be completely correct. In 1900, most native-born white Americans believed that an Anglo-Protes- tant white supremacist racial hierarchy was crucial for national stability and iden- tity, and that all immigrants should assimilate as soon as possible. These views restricted all people of color to limited social, economic, and educational spheres. The related political movement meant to protect the interests of native-born or long-established inhabitants against those of immigrants was called “nativism,” and nativist elected officials developed new laws to restrict the number of immi- grants from certain parts of the world. Yet by the end of Du Bois’s lifetime, enough 137 Figure 1.
    [Show full text]
  • UC Santa Cruz UC Santa Cruz Electronic Theses and Dissertations
    UC Santa Cruz UC Santa Cruz Electronic Theses and Dissertations Title Violent Inscriptions: Border Crossings in Early Nineteenth-Century American Literary History Permalink https://escholarship.org/uc/item/20k364p7 Author Schilz, Lisa Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA SANTA CRUZ VIOLENT INSCRIPTIONS: BORDER CROSSINGS IN EARLY NINETEENTH-CENTURY AMERICAN LITERARY HISTORY A dissertation submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in LITERATURE with an emphasis in AMERICAN STUDIES by Lisa Schilz June 2016 The Dissertation of Lisa Schilz is approved: ___________________________ Professor Kirsten Silva Gruesz ___________________________ Professor Susan Gillman ___________________________ Professor Louisa Nygaard ______________________________ Tyrus Miller Vice Provost and Dean of Graduate Studies Copyright © by Lisa Schilz 2016 Table of Contents List of Figures………………………………………………………………….. iv Abstract………………………………………………………………………… v Dedication……………………………………………………………………… vii Introduction……………………………………………………………………... 1 Chapter One…………………………………………………………………...... 24 Chapter Two…………………………………………………………………….. 66 Chapter Three…………………………………………………………………… 118 Chapter Four……………………………………………………………………. 180 Coda…………………………………………………………………………...... 238 References……………………………………………………………………….! 243 ! iii! List of Figures Figure 1: Inscription…………………………………………………………….. 9 Figure 2: Violent Inscription……………………………………………..…….
    [Show full text]
  • Omar S. Valerio-Jiménez
    Omar S. Valerio-Jiménez Department of History University of Texas at San Antonio San Antonio, Texas 78249 Phone: (210) 458-7467; Fax (210) 458-4796 email: [email protected] EDUCATIONAL AND PROFESSIONAL HISTORY Education University of California, Los Angeles, Ph.D, History, 2001; M.A., History, 1993. Massachusetts Institute of Technology, S.B., Electrical Engineering & Computer Science, 1986; S.B., Humanities and Engineering, 1986. Professional and Academic Positions Associate Professor, Department of History, University of Texas at San Antonio, 2015-present. Associate Professor, Department of History, University of Iowa, 2012-2015. Assistant Professor, Department of History, University of Iowa, 2006-2012. Assistant Professor, Department of History, California State University, Long Beach, 2002-2006. Postdoctoral Fellow, Department of History, Southern Methodist University, 2001-2002. Lecturer, Department of History, Claremont McKenna College, 2001. Lecturer, Department of History and Chicano-Latino Studies Program, University of California, Irvine, 2000-2001. Lecturer, Department of Chicana/o Studies, California State University, Los Angeles, 2000. Lecturer, Department of History, State University of New York, Stony Brook, 1999-2000. Teaching Awards James N. Murray Faculty Award, University of Iowa, 2012. History Lecturer Appreciation Award, University of California, Irvine, 2001. Professional Memberships American Historical Association Organization of American Historians American Studies Association Western History Association Latin American Studies Association Southern History Association SCHOLARSHIP Books River of Hope: Forging Identity and Nation in the Rio Grande Borderlands (Durham, N.C.: Duke University Press, 2013). Awarded the Clotilde P. García Tejano Book Prize in 2014, and Finalist designation for Citizenship Studies Book Award in 2015. Edited Volumes The Latino Midwest Reader, eds., Omar Valerio-Jiménez, Claire Fox, and Santiago Vaquera- Vásquez, (Champaign: University of Illinois Press, forthcoming 2017).
    [Show full text]
  • Los Teianos: Mexican Texans in the Revolution
    Los Teianos: Mexican Texans in the Revolution aur D. Lacr ts Exrcuuve Vtcr PnssloENT FoR Aceopulc AppelRs aNo DrnN et SrrvsNsoN UxivgRstrv tu MeRvl,aNo. PRtoR To ACCEPTING THIS PoslrloN, HE TAUGHT HrsroRy nr McMuRnv UNIvrRstrv IN ASILENE, TExes. Dn. Lacr aurHoRED THE proNEERrNc sruDl Tnp, Trx.qs RnvoLunoNeRv ExprRrr.Lrcn: A PourtcAL AND Soaar Hrsrony 1835-1836. IN 1835, MORE THAN 4,000 TrlaNos LIVED rN Trxes. THnv ResrorD CHIEFLY IN FouR sET- TLEMENTS: NeCOCpOCseS, VICTORIA, BEXAR, RNn GOlno. TsE TEXaS REvOluttON Op 1835_1836 DIVIDED MSXICEN TCXANS AND BROUGHT THEM SUBSTANT]AL TTENOSHIP. SOUT TrtaNos REMATNED NEUTRAL wHrLE oTHERS suppoRTED Mrxtco. MaNv TEJeNos, sow- EVER, ACTIVELv AIDED rHe TgxraN cAUsE, INCLUDING sucH MEN es ]uaN SrcuiN, Vtcrol LouplaNo PrAcrto BrNavroes. IN rnrs sELECTToN, Dn. Lacr EXAMINES rse TElaNo norr rN THE TExas REvorurloN..6 ************************ The experience of Tejanos in the Texas Revolution, while distinctive from that of any other group, was not characterized by uniformity. Numbering over 4,000 on the eve of the conflict, "Los Tejanos: Mexican Texans in the Revolution" reprinted from The Texas Revolutionary Experience: A Political and Social Hktory, )835-1 836 by Paul D. Lack by permission of Texas A&M University Press. Copyright O I 992 by Paul D. Lack. 53 the Texas Mexican population resided mostly in four communities. Except in Nacogdoches, with a Tejano population of over 600, they found themselves engulfed by the war. The approx- imately 450 De Le6n colonists from in and around Victoria felt the effects less severely at first than did the 1,600 in the B6xar area and the 1,350 in the Goliad region, where the people suf- fered from living in the war zone.
    [Show full text]
  • V. Valdez CV Nov 2021
    VINCENT VALDEZ American, b. 1977 Lives and works in Houston EDUCATION 2000 BFA; The Rhode Island School of Design; Providence, RI SELECTED SOLO EXHIBITIONS 2022 Just A Dream (In America) Vincent Valdez Contemporary Arts Museum Houston, Houston, TX 2019 It Was Never Yours, Matthew Brown Los Angeles, CA 2018 Dream Baby Dream, The Beginning is Near (Part II); David Shelton Gallery; Houston, TX The City; Blanton Museum of Art; University of Texas at Austin; Austin, TX 2016 The Beginning Is Near (Part I); David Shelton Gallery; Houston, TX 2015 Till Then; Window into Houston; Blaffer Art Museum; Houston, TX 2013 The Strangest Fruit; curated by Ian Alden Russell; David Winton Bell Gallery, Brown University, Providence, RI (2013); Artpace, San Antonio, TX (2014); Staniar Gallery, Washington and Lee University, Lexington, VA (2015) - catalogue 2012-2013 America’s Finest: Recent Works by Vincent Valdez; McNay Art Museum; San Antonio, TX - catalog 2011 America’s Finest; Texas Contemporary; David Shelton Gallery; Houston, TX 2010 Flashback; Southwest School of Art; San Antonio, TX Stations; Mesa Contemporary Arts Center; Mesa, AZ 2009 Burn; Federal Art Projects; Los Angeles, CA El Chavez Ravine: Ry Cooder and Vincent Valdez; San Antonio Museum of Art; San Antonio, TX - catalog 2008 Without End; Gallery at UTA, University of Texas at Arlington; Arlington, TX 2007 Pride of the Southside; Museo Alameda Smithsonian, San Antonio, TX; O’Kane Gallery, University of Houston, Houston, TX Winner’s Circle; Western Project; Los Angeles, CA 2005-2006 Stations; Snite Museum of Art, University of Notre Dame; South Bend, IN; Texas A&M International University, Laredo, TX; Richard E.
    [Show full text]
  • Hispanic Texans
    texas historical commission Hispanic texans Journey from e mpire to Democracy a GuiDe for h eritaGe travelers Hispanic, spanisH, spanisH american, mexican, mexican american, mexicano, Latino, Chicano, tejano— all have been valid terms for Texans who traced their roots to the Iberian Peninsula or Mexico. In the last 50 years, cultural identity has become even more complicated. The arrival of Cubans in the early 1960s, Puerto Ricans in the 1970s, and Central Americans in the 1980s has made for increasing diversity of the state’s Hispanic, or Latino, population. However, the Mexican branch of the Hispanic family, combining Native, European, and African elements, has left the deepest imprint on the Lone Star State. The state’s name—pronounced Tay-hahs in Spanish— derives from the old Spanish spelling of a Caddo word for friend. Since the state was named Tejas by the Spaniards, it’s not surprising that many of its most important geographic features and locations also have Spanish names. Major Texas waterways from the Sabine River to the Rio Grande were named, or renamed, by Spanish explorers and Franciscan missionaries. Although the story of Texas stretches back millennia into prehistory, its history begins with the arrival of Spanish in the last 50 years, conquistadors in the early 16th cultural identity century. Cabeza de Vaca and his has become even companions in the 1520s and more complicated. 1530s were followed by the expeditions of Coronado and De Soto in the early 1540s. In 1598, Juan de Oñate, on his way to conquer the Pueblo Indians of New Mexico, crossed the Rio Grande in the El Paso area.
    [Show full text]