The Start of the 20Th Century: Mexico As Metaphor of Latin America
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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. -
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 Ghosts of Comala: Haunted Meaning in Pedro Páramo an Introduction to Juan Rulfo’S Pedro Paramo by Danny J
The Ghosts of Comala: Haunted Meaning in Pedro Páramo An introduction to Juan Rulfo’s Pedro Paramo by Danny J. Anderson “How do we reckon with what modern history has rendered ghostly?" —Avery F. Gordon, Ghostly Matters: Haunting and the Sociological lmagination "I don't know. I see things and people where you may not see anything." —The character Juan Preciado in Juan Rulfo's Pedro Páramo During my college years, Pedro Páramo was the first Spanish-language novel that fully captured my attention. It haunted my thinking, a reaction comparable in intensity to my discovery of Emily Bronte's Wuthering Heights as an adolescent reader. Only partially grasping the nuances of words and styles in a language I was still learning, I became obsessed with understanding Pedro Páramo. It fascinated me to the extent that I decided to become a scholar of Latin American literature. Decades later, after analyzing it for graduate seminars, discussing it in conference papers, and teaching it to generations of students, the novel still holds that same hallucinatory power for me. The powerful effect of Pedro Páramo has its source in the use of enigmas that involve readers in the process of understanding the complex relationship between past and present in early twentieth-century Mexico. The novel transports readers to a ghost town on the desert plains in Mexico, and there it weaves together tales of passion, loss, and revenge. The village of Comala is populated by the wandering souls of former inhabitants, individuals not yet pure enough to enter heaven. Like the character Juan Preciado, who travels to Comala and suddenly finds himself confused, as readers we are not sure about what we see, hear, or understand. -
From Tristan to Don Juan: Romance and Courtly Love in the Fiction Of
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenGrey Repository From Tristan to Don Juan: Romance and courtly love in the fiction of three Spanish American authors. By Rosix E. Rincones Díaz A thesis submitted to the University of Birmingham For the degree of DOCTOR IN PHILOSOPHY Department of Hispanic Studies School of Languages, Cultures, Art History and Music College of Arts and Law University of Birmingham September 2011 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Content listings Abstract Acknowlegements Chapter One: Introduction 1 Chapter Two: García Márquez’s Florentino: A Reinvented Don Juan. 52 Chapter Three: Álvaro Mutis’s La Última Escala del Tramp Steamer as a development of the courtly romance: The poetry of inner exploration. 125 Chapter four: The two spaces of Pedro Páramo: From the decadent patriarchal order of Comala to the Ideology of Courtly love. 198 Conclusion 248 Bibliography 252 Abstract This thesis is centred on Gabriel García Márquez’s novel El amor en los tiempos del cólera, Álvaro Mutis’ novella La última escala del Tramp Steamer, and Juan Rulfo’s novel Pedro Páramo. -
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 -
Downloaded on 2017-02-12T12:57:58Z TITLE: 'Muchos Méxicos': Widening the Lens in Rulfo's Cinematic Texts
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Cork Open Research Archive Title 'Muchos Méxicos': widening the lens in Rulfo's cinematic texts Author(s) Brennan, Dylan Joseph Publication date 2015 Original citation Brennan, D. J. 2015. 'Muchos Méxicos': widening the lens in Rulfo's cinematic texts. PhD Thesis, University College Cork. Type of publication Doctoral thesis Rights © 2014, Dylan J. Brennan. http://creativecommons.org/licenses/by-nc-nd/3.0/ Embargo information No embargo required Item downloaded http://hdl.handle.net/10468/1960 from Downloaded on 2017-02-12T12:57:58Z TITLE: 'Muchos Méxicos': Widening the Lens in Rulfo's Cinematic Texts. AUTHOR: Dylan Joseph Brennan, M.A. QUALIFICATION SOUGHT: PhD INSTITUTION: National University of Ireland, Cork. (University College Cork) DEPARTMENT: Centre for Mexican Studies, Department of Hispanic Studies. MONTH AND YEAR OF SUBMISSION: Originally submitted July, 2014— resubmitted after Minor Changes in February 2015 HEAD OF DEPARTMENT: Prof. Nuala Finnegan, Director of Centre for Mexican Studies. SUPERVISOR: Prof. Nuala Finnegan, Director of Centre for Mexican Studies. TABLE OF CONTENTS 1. Widening the Focus in Rulfo's Cinematic Texts – An Introduction P.1 1.1 Texts for Cinema? – Rationale and Paramaters P.1 1.2 Methodology P.7 1.3 Muchos Méxicos P.10 1.4 Widening (not shifting) the Focus P.15 1.5 Objectives P.18 2. Inframundos and Fractured Visions – El despojo and La fórmula secreta P.22 2.1 Conception and Synopsis: An Introduction to El despojo -
Martin De Jesus Sanchez Espinosa (Mexico City) [email protected]
Latin American, Iberian & U. S. Latin@ Studies: Collection Development for non-specialists Adan Griego Stanford University Anne Barnhart University of West Georgia Roberto Delgadillo University of California-Davis June 26, 2015 1) Basic/Important Documents 2) Spanish Language Publishing Landscape 3) Where / From Whom to Buy / How to Buy / What to Buy 4) Selection Tools (Vendors, Best Seller Lists, Review Sources) 5) Multimedia 6) E-books 7) Cooperative Collection Development 8) Hispanic/Latin@ Studies Spanish Language Publishing Landscape *Dominated by large media conglomerates *Intra-continental distribution almost non-existent *Regional independent alliances *Limited print runs (1,000) *Best-sellers (5,000) *E-books starting to appear and gain momentum *Leading Publishing Countries: Spain, Mexico, Argentina, Colombia, Chile Producción editorial en España y América Latina País Títulos Publicados-2012 España 104,700 México 27,745 Argentina 27,661 Colombia 14,235 Perú 5,957 Chile 5,905 Ecuador 3,696 Venezuela 3,635 Uruguay 1,944 Cuba Costa Rica 1,844 Bolivia 1,745 Rep. Dominicana 1,508 Paraguay 1,054 The World's 56 Largest Book Publishers, 2014 Publishing Company Country Mother Corporation Country of Mother 2013 (Group or Division) or Owner Corporation Revenue in $M 1 Pearson UK Pearson UK $9,330 2 Reed Elsevier UK/NL/US Reed Elsevier UK/NL/US $7,288 3 Thomson-Reuters US The Woodbridge Company Ltd. Canada $5,576 4 Wolters Kluwer NL Wolters Kluwer NL $4,920 5 Random House Germany Bertelsmann AG Germany $3,664 6 Hachette Livre France Lagardère France $2,851 Verlagsgruppe Georg von 7 Germany Germany $2,222 Holtzbrinck Holtzbrinck 8 Grupo Planeta Spain Grupo Planeta Spain $2,161 9 Cengage * US Apax Partners et al. -
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. -
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. -
Notes on Mexican Women Then and Now1
Reflections on a Revolution Notes on Mexican Women Then and Now1 Heather Dashner Monk* Casasola photo archive Women soldiers at Buenavista, Mexico City. raceli’s knarled hands knead the corn dough in a Araceli herself took up tortillamaking to earn her living af smokefilled leanto next to her kitchen, as the 5 a.m. ter trying other ways: the last was renting videos and D V D s Asunlight begins to squint through the slats. She will out of her front room. make about 48 pounds of tortillas like she does every day. By Women’s lives —their work, their family life, their educa noon they’ll be on the table in houses all over the 500inhab tional opportunities, the health care they can expect, their itant town she has lived in her whole life, halfway between social standing, and political participation— have changed Mexico City and Toluca, the capital of the State of Mexico. strikingly over these hundred years. The country has clearly This is the twentyfirst century: 100 years after the Mex gone from being overwhelmingly rural to mainly urban;2 av ican Revolution. So much has changed, but so much looks erage life expectancy rose from 34 to 75 years between 1930 so similar. Araceli may well develop a serious lung condition and 2000; the conditions in which women do housework from working over a wood fire in an enclosed space, like thou and care for children and the sick, still almost exclusively sands of other women have for centuries in Mexico, but her their responsibility, have changed enormously: the majority daughter has a highschool education and a job in a libra ry, have running water, gas for cooking, indoor toilets, and homes definitely a step up after working as a cashier in a huge out with flooring.3 let clothing store along the Mexico CityToluca highway.