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HISTORY of MEXICAN AMERICANS in the UNITED STATES Spring 2015 HIS 314K / MAS 316

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HISTORY of MEXICAN AMERICANS in the UNITED STATES Spring 2015 HIS 314K / MAS 316 HISTORY OF MEXICAN AMERICANS IN THE UNITED STATES Spring 2015 HIS 314K / MAS 316 EMILIO ZAMORA Garrison 2.104B, 475-8706 (office), 739-0168 (cell) [email protected] Office Hours: W, 10-12, anD by appointment Course Description This lecture course surveys the historical Development of the Mexican community in the UniteD States since 1848. Its primary intent is to Describe anD explain time anD place specific variations in the socio-cultural incorporation of the Mexican community as a national minority anD bottom segment of the U.S. working class. I will use self-referents like Mexican American, Mexicans, anD Mexican-origin interchangeably anD emphasize the themes of changing social relations, Diplomatic relations with Mexico, migrations, civil rights history, expressions of iDentity, anD intellectual history (incluDing early publications by Mexicans anD recent histories). I will also treat Mexican American history within the context of U.S., Latino, anD Mexico history. The course meets the cultural Diversity requirement in the new core curriculum that calls for at least one-thirD of its content to adDress the culture, perspectives, anD history of one or more unDerrepresenteD groups in the UniteD States. The course meets this requirement with its focus on Mexicans as an unDerrepresenteD group anD their relations with African Americans anD communities in Mexico. The course also proviDes stuDents opportunities to advance their critical thinking anD communication skills, as well as a sense of personal anD social responsibility. Critical thinking anD communication skills will be advanceD primarily through reading anD writing assignments anD class Discussions. A sense of personal responsibility will be encourageD with the requirement of regular attenDance anD academic honesty. The value of social responsibility will be adDresseD with numerous examples Drawn from history, incluDing the practice of harD work as an act of family responsibility anD the legal work of attorneys who workeD tirelessly to extenD the constitutional guarantees of the 14th amenDment to Mexican- origin children in public schools. The course accommoDates stuDents with special challenges. They may request appropriate academic accommoDations from the Division of Diversity anD Community engagement, Services for StuDents with Disabilities, 512 471-6259. StuDents seeking assistance with writing may wish to contact the UnDergraduate Writing Center, 471-6222. MeDical assistance anD counseling services are available at the UT Counseling anD Mental Health Center, 471-3515. Please Do not use your personal computer while in class, unless you are taking lecture anD Discussion notes. Course materials, incluDing a copy of my resume, this syllabus, lecture notes, anD guiDes for conDucting research anD preparing your writing assignments will be posteD on BlackboarD. I will post my lecture notes at least one Day before the assigneD Date so that you can anticipate what I am going to adDress anD have a recorD of my remarks for future reference. Call the ITS help Desk—475-9400—if you have problems accessing the BlackboarD site. COURSE REQUIREMENTS Your course grade will be baseD on the following: • A miD-term examination (for a maximum of 25 points); • A final examination (for a maximum of 25 points); • A book report focusing on two chapters from the assigneD Tobar book (for a maximum of 15 points); • A family history project (for a maximum of 30 points); anD • AttenDance anD class participation for a maximum of 5 points. MiD-Term Examination. This examination will be administereD on 2-19. I will post a review guiDe on 2-12 anD use part of the class on 2-17 for a Discussion baseD on the guiDe. The review guiDe will incluDe 5 essay questions anD 10 iDentification items. The examination will incluDe 2 essay question anD 4 iDentification items that will have appeareD in the stuDy guiDe, anD you will be requireD to answer 1 essay question anD 2 iDentification questions. The essay question will be worth 15 points anD each of the two iDentification questions will be worth 5 points. Final Examination. The final examination Date will be announceD by the Office of the Registrar. The examination will cover the material adDresseD beyonD the miD-term examination. I will post a review guiDe anD set asiDe part of our last class on 5-7 for a Discussion baseD on the guiDe. The review guide will include 5 essay questions anD 10 iDentification items. The examination will incluDe 2 essay question anD 4 iDentification items that will have appeareD in the stuDy guiDe, anD you will be requireD to answer 1 essay question anD 2 iDentification questions. The essay question will be worth 15 points anD each of the two iDentification questions will be worth 5 points. Chapter Report. Prepare a report that focuses on two chapters from Translation Nation. Describe the contents of the chapters anD Demonstrate how Tobar uses them to support the book’s overall purpose. The 3-5 page report will be worth 15 points anD it is Due During our last class meeting on 5-7. Family History Project. BaseD on at least one interview with a family member, you will be expecteD to generate four recorDs: A three-generation family tree that is Due on 2-10; a paternal or maternal three-generation migration route map Due on 3-5; a 1-2 page narrative of 2-3 stories tolD by your family about a granD-parent Due on 3-31; anD a 7-10 page family history paper that incorporates all of the above Due During the last class Day, 5-7. The first three Documents will be worth 5 points anD the last one 15 points for a total of 30 points. StuDents can access one of numerous free programs in the internet to construct their family trees. A gooD example is Family Echo. You can also search for “outline” or “empty” maps to trace migration routes in your family’s history. I will explain what I mean by “stories” tolD by family members. I will also Discuss the interview anD paper assignments in class. Attendance. Unless excuseD, you are expected to be on time for class and to remain for the duration of the class. More than three unexcused absences will result in a two-point deduction on the final graDe, anD one more point DeDuction for every subsequent unexcuseD absence. Excuses for absences must be presented in written form within one class meeting after the absence. Participation: I will rewarD stuDents who participate in class Discussions. If you participate, you are responsible for turning in a sheet of paper to the teaching assistant with your name anD the Date of the class when you participateD. We will maintain a recorD of your participation with these Documents. GRADING I will use the following grading scale: A 93-100 C 73-76 A- 90-92 C- 70-72 B+ 87-f89 D+ 67-69 B 83-86 D 63-66 B- 80-82 D- 60-62 C+ 77-79 F 59 anD Below REQUIRED TExtbooks (AvailablE at thE UnivErsity Coop BookstorE) Manuel G. Gonzales, Mexicanos, A History of Mexicans in the U.S. (Bloomington: InDiana University Press, 1999). Hector Tobar, Translation Nation: Defining a New American Identity in the Spanish-Speaking United States (New York: Berkeley Publishing Group, Penguin, RiverheaD Books, 2005). Films A Medal for Benny, 2-26 A Class Apart, October 21 Taking Back the Schools, 4-9 Poems, Essays, and TablE (No writing assignmEnts) (I will make thEsE rEadings available to the class) RoDolfo Gonzalez, “I Am Joaquin,” http://history.msu.eDu/hst327/files/2009/05/I-Am Joaquin.pDf Ines HernánDez, “Para Teresa,” Con Razón Corazón," http://www.teachingforchange.org/wp- content/uploads/2012/08/downloaD-in-pdf.pdf Mexican Occupational Table, 1930-1970. I will post a copy of the table. Carmen Tafolla, “The Storykeeper; Instructions from an Historian,” Sonnets and Salsa (San Antonio: Wings Press, 2001), pp. 4-6. Electronic copy of book is available at the unDergraduate library. Angela Valenzuela “The Drought of UnDerstanDing anD the HummingbirD Spirit; A Letter to My Family.” I will post a copy of the essay. DaviD Foster Wallace, “In His Own WorDs,” http://moreintelligentlife.com/story/DaviD- foster-wallace-in-his-own-words Miguel MoraDo, Voces, University of Texas at Austin, DVD in my possession, http://vimeo.com/vocesoralhistoryproject. I will bring the video to class. Gilberto Rivera, “We Will Always be Here,” http://blip.tv/zgraphix/we-will-always-be-here-sol- rojo-productions-5502379. Also, at Austin History Center site, with narration by poet and local activist Raul Salinas : “AbrienDo Brencha, Making our Way,” http://library.austintexas.gov/ahc/exhibit-viDeos SCHEDULE INTRODUCTION 1-20 Introduction of Course I will explain the course requirements, expectations, and Mexican American History. AssignmEnt: “DaviD Foster Wallace, In His Own WorDs.” AssignmEnt: Gilberto Rivera, “We Will Always be Here.” 1-22 Empathy and Perspective in the Study of History: Comments and Discussion I will aDDress the issues of empathy anD perspective as necessary principles in life anD in the stuDy of history. I will Do this with 1) a commencement aDDress given by DaviD Foster Wallace; 2) a short clip of the Demolition of a builDing that once houseD a Mexican American college in Austin anD 3) a portion of an interview with Mr. Miguel MoraDo, a WWII veteran. Foster Wallace notes that a liberal education calls on us to place ourselves “in other people’s shoes” anD be consiDerate of them. Mr. MoraDo’s memory of his military experience makes eviDent the importance of empathy in building “acercamiento,” or closeness, in the study of others (The viDeo on Miguel Morado will be shown in class). His enDearing persona animates feelings of care.
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