DOCSLIB.ORG

Elm Price Devriptors

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Elm Price Devriptors D00011211T 11230N2 ID103 296 PC 010 49S AUTHOR Wilson, James A., Coati.' TITLE Teisnos, Chicarcs & Mexicanos: Partially Annotated Historical Bibliography for Texas Public.School Teachers. INSTITUTION Southwest Texas 'State Univ., San Marcos, SPONS AGENCY Texas Education Agercy Austin. Office of International And Biliftgual Education:. PUB DATE la NOTE 103p. 0 ELM PRICE MF01/PC05'Plus Postage. DEVRIPTORS American Indians: Biculturaikom: Bilingualism: Braceros: Civil-Rights: Colffllialismi-Culture Conf.lict: EcOnomics: Educational Needs; Government Role: Immigrants:'Iistructional Materials: Labor ConditiOns: *Land Settlement: Literature; *Mexican American History:.*Mexican.Americans: Politics: Ctuality of Life: Revolution: Seconerary Education: elf 'Concept: *social History: sociceconomic 70pckground: *StAte Ristory:'War IDENTIFIERS. Chicanos: Mexico: .*Texas ABSTRACT Intended fcr clasiroom teachers on the secondarpfe- level, the 'historical biblographv cites 581 publications wtichcan be obtained from bookstores, public and bniversity libraries,ani through'inter-library loans. Although the materials, publiihed between 1899 and 1973, d'treSs Texas themes,,materiaJ\on the giktater Southwest and thp nation is included. The materlals hre Aividedinto 10 sedtions. The first two sections consider reference work0and general studies. Sectidns th-ree through nineare de4oted to the following chronological/periods: the period before the wil.iteman came . to'Mexico and Texas: 1519-1921: 1821-1936: 1837-1848:1948-1920: 1920-1945: and 1945 ko the present. The concluding section isa. catch-all which preitents sociological and literary works,as wela as classroom,aids. Each section includavan 'introduction whichconveys some general knowledge o'f the period andits significance. Entries, 'are numbered and, in most cases, annotated: volumes available in paperback'form ate identified by ttid symbol (p). Topics'include NA myths, missions, settleients, life and law, Indian policy, politics, government, the-War of 1936 im Texas, manifest destiny, Anglo-American colonization, economics, immigration knd labor, depression ana.deportation,' educational conAitions and needs, civil rights, attitudes, 'trends of and reactions to immigration, sielf-images,`and mental health., An author index is provided. (N0) \ ***************************************.******************************** \* . Reproductions supplied by !DPI are.the bestithat cai be made * from the original document. * *********************************************************************** =';er ; 1 TEJANOS, cHICANO1& MEICICANOS s oprAvirmanT HsALIN f MICATION I W! I FRIT -Pt HMISSION I O lit PRODUCE- IHIS NA TIONAl INSTITUT* OP MA II mitt H., H11 N < 013\NI II) th OW A T1ON <I) P32,3 )ek t-\ A THIF 14SON OR Olit,ANjAJMN TI N(. T PO1N T OF vt VY OW OP T,4 'ON% STATED DO NOT Nt(f %%ANIL HiPTIF Sfi NT O F lAtNA T,ONAt INST.TITT F OF EDW.A T ION T ION OP POT II`r TO IF*I DUCAT IONAI FIE SOURCES Compiled and Annotated INF OHMA I /ON CEN1t H (t.RIC) by JAMES A. WILSON 3. f s'? Southwest Texas State University. TE JANOS, CHICANOSAND MEXICANOS: A Partially Annotated,Historical Bibliography Publi( St h(TOI Teachers ( .mnpiled and Annotated II) JAMES A. ,WILSON Ass, Iv Pr ,,teywi Ii \- Southwet rexas State University habhshed by the Bilingual Bit ultural EducatipnProgram, in cfloperation with the Department of Education andthe Department of History,- SouthNyest Texas. StateUniversity , San Marcos, Texas A 1971\ 4 Like .1hank Dobtc's Life and Liteiature 01 Ow ,fou1hwe4, this bibliography liesin the scholarly public domain, and may be entered upon and used freely by those who may find its contents useful, 4 iii Preface ) From a dingy prisoncell in Mexico,a Texas patriot affinned his allegiance : \. I have sworn to beA good Texan, and that I will not forswear. I will die for that whichI firmly believe, for I know it is just and right. One life is a small price fora cause ef so great. As f fought, so shUll I be willing to die) I will never forsake Texas 'hod her, cau.se. I ant herson. José AntOnio Navarro, imprilonedfor his part in the illJated 'Texan- Santq Fe gxpedition of184.1, would haire none of SantaAnna's offer of freedom in exchange forrenouncing his beloved Republic of Texas. These words, uttered in 1842,came from a man .who had signed the Texas Declaration of Independenceand had served in the Congresi Of the Republic. In lateryears he would: cast a delegao vote forannexa- tion, corrttibute to the writing ofthe first state constitutibn, win election to the state legislature, andsupport secession. Although his sentiments were evety bit as rousing as those of Nathan'Hale, Patrick Henry, and William Barrett Travis, theyare virtually tinknosyn to Texas .school children and, for the mostpart, their teachers. Why? Because the complete story of Texashas not been writtenor read, or tikught. the considerable contributions of MexicenTexans,. Tejanos; Mexicanos, Chicanos,,and Mexican-Americanshave been glossed over, slighted, even ignored altogether. Fortunately, this deficiency is being corrected:Bilingual education and teaiher-training programshave done much to establish the concept of biculturalismas a necessary part.of the sttidy and teething of Texas history. Textbook publishers'are beginning to prolice appropriate class- room materials, and social studies teachersare making themselves more aware .of the Spanish-Mexican strain, in the states richpast (and no stathes a richer heritage. than Te)ces).-Much more remains to be S fl* iv accomplished, however. Junior high andhigh school students, eipecially those with Spanishsurnames and those who havp been exposedto the bilingual lAculturalconcept, want to know about Spanish, Mexican, and MexicancAtnericanachievements and personalities. And theyde- serve to be informed. hopefully, this historical bibliographywill direct concerned instruc- tors to the most accessiblesources of information regarding Hispanic Texas. The Texas experienceis emphasizedbecause it is uniqueand ' Texas studentscan and want to know more about it. While materialon the greater Southwest andthe nation, by necessity, is included, Texas themes are stressed. The firsttwo sections consider reference works and general studies; sectior 3 through9 are devoted to chronological periods; the conchiding sectionis a catch-all which presentlsociological and literary works,as well as classroom aids. Each section includesan intro- duction which mtemptsto con'vey some general knowledge of the period and its significance. Entriesare numbeted and, in most cases, anno- tated; volumes available inpaperback form are identified by the symbol (pl. This compilation is intendedfor classroom teachers on the secondary level, not -research scholars, whowill be disappointed at the exclusion of documents, newspapers, graduatetheses, and othersources upon which they rely. Everyattempt has-been made to include items whichcan be obtained from bookstores,public and university libraries, and through inter.library loanaprocess teachers would do well 'to employmore than they do, In mostinstances,- books and xeroxed articlescan be secured from participating librariesby this means. A word about itdentifyingterms, or "labels," is in order. "Chicano" is used to indicatea point olview, a sense of being that has recently gained -widespread acceptanee.:`Mexican-American" is employed in thosesec- tions devoted to periods after-1848, when the "American Southwest"' came into existence. "Mexican Texan," "Tejano," and"Mexicano" - also appeas frequentlyas synonyms for Texans of Mexican descent. It is interesting to 'note that 'arecent survey, conducted by the .Univer- sity'of Texas Center forCommunications Research, revealed that 43 mrcent pf 1,500 Sp:mish-surnamedpersons interviewed in the Austin- San Antonioarea preferred "Mexicano" as a term of self-reference. Thirty-one per cent favored"Mexican-American"; 8 per cent "Amer-- can",; 6 per cent `Chicano"; and12 \ per cent ,"Latin American," "Latino," or. "Texono." (AustinAtherican, October 11, 1972.) Among the school-age population,"Chicano" and "Mexican-American"appear to be most popular. Itis important to note that bOth *termsreflect a growing pride in Mexican originand a desire to learn about it. If this bibliography can helpto promote pride and knowledge,. its objectives will have been fulfilled; James Ai Wilson Deyiartment of History Southwest Texas State University V Introduction TUV. CONCEPT. OF BILINGUAL EnticATION AS DESCAInEn BY THE TEXAS Education ,Agency in its Statewide Design for gilitigual Education .- is composed of six components. Five of thecomponents deal with the cognitive aspects of educatiorg growth. The sixthcomponent, which some consider as the most importaM, deals .witlthe affective aspects. Consequently, itis the most difficult to implement because it deals with intangibles in the relationship of tevachers knd children whoselife styles and cultural characteristics may be quite different. The teacher isa pro- duct of a iystem of education and teacher preparation which forthe most part has not considered the possibility of teachers being confronted with children who arc culturally and linguistically differentthan they. 'There is evidence thatmany Mexican American children have failed in the edujatinnal process because of the failure of thesystem via the teacher to meet,their imique needs. It has produc-ed children with in- feriority complexes and very ,negativc self-images. Thedeterring forces which act upon a child are manifested by the schooling,processand are
Load more

Recommended publications
  • Mexican Texas to Independence
    LESSON 8 SOCIAL STUDIES TEKS 4 - 3, 14, 21, 22, 23 TEXAS ALMANAC TEACHERS GUIDE 7 - 1, 2, 3, 21, 22, 23 Mexican Texas to Independence 8 - 6, 29, 30 STAAR • Texas, 1821–1833 4, 7 - Writing - 1, 2, 3 • Prelude to Revolution 4, 7, 8 - Reading - 1, 2, 3 • Winning Independence 8 - Social Studies - 1 INSTRUCTIONAL SUGGESTIONS 1. COLONIST DIARY: Using the “Texas, 1821–1833” section of “A Brief Sketch of Texas History” in the Texas Almanac, students will develop a diary of a colonist. Topics should include (a) why he or she came to Texas, (b) tasks to be completed, (c) weaknesses of Mexican colonial policy, and (d) disagreements with the Mexican government. 2. MYSTERY PICTURE PUZZLE: Students will complete the History Mystery Picture Puzzle using the “Prelude to Revolution” and “Winning Independence” sections of “A Brief Sketch of Texas History.” They should read each statement and determine if it is true or false. If it is true, connect the numbers indicated by the “T.” If it is false, connect the numbers indicated by the “F.” If the answers are correct, students will easily recognize the mystery picture that emerges. 3. TEXAS REVOLUTION CALENDAR: Using the “Winning Independence” section of “A Brief Sketch of Texas History,” students will locate each dated historical event and place it on the Texas Revolution Calendar. 4. INDEPENDENCE ILLUSTRATION: Students will illustrate the journey of Texas toward in- dependence by creating a Texas Independence Highway, using the “Winning Independence” section. Working in small groups, students will construct the highway on large sheets of paper.
    [Show full text]
  • A COMMUNITY of CONTRASTS Asian Americans, Native Hawaiians and Pacific Islanders in the San Gabriel Valley
    2018 A COMMUNITY OF CONTRASTS Asian Americans, Native Hawaiians and Pacific Islanders in the San Gabriel Valley SAN GABRIEL VALLEY CONTENTS INTRODUCTION Introduction . 1 The SGV . disaggregated by ethnic group . Recognizing sig- Executive Summary . 2 nificant social and economic diversity among Asian The 626 . Map . 4 Americans, it includes data on immigration, lan- guage, education, income, housing, health, and Demographics . 5 The Asian American community in the San Gabriel Valley is one of the most iconic in the United States . environmental justice for eight ethnic groups . Economic Contributions . 8 Located in Los Angeles County just south of the Second, this report makes the data accessible to com- Civic Engagement . 9 San Gabriel Mountains, the region is home to over munity organizations, community members, policy Immigration . 10 half a million Asian Americans, more than in makers, foundations, businesses, and others look- Language . 11 Los Angeles, San Francisco, or Chicago . It is known ing to better understand and serve Asian American Education . 14 for its vibrant Chinese American community and, of communities . By soliciting feedback on content from Income . 15 course, its food . key stakeholders, consolidating important data from disparate government and academic sources, Employment . 16 Yet both the history and current reality of the and presenting them in a way that is easy to digest, Housing . 18 San Gabriel Valley challenge this simplistic view, the report makes a valuable contribution to our Health . 19 drawing attention to its diversity and ongoing understanding of one of the largest Asian American Environmental Justice . 20 struggles for racial justice . communities in the country . Policy Recommendations .
    [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]
  • Remembering Ludlow but Forgetting the Columbine: the 1927-1928 Colorado Coal Strike
    Remembering Ludlow but Forgetting the Columbine: The 1927-1928 Colorado Coal Strike By Leigh Campbell-Hale B.A., University of Arkansas, Fayetteville, 1977 M.A., University of Colorado, Boulder, 2005 A dissertation submitted to the Faculty of the Graduate School of the University of Colorado and Committee Members: Phoebe S.K. Young Thomas G. Andrews Mark Pittenger Lee Chambers Ahmed White In partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of History 2013 This thesis entitled: Remembering Ludlow but Forgetting the Columbine: The 1927-1928 Colorado Coal Strike written by Leigh Campbell-Hale has been approved for the Department of History Phoebe S.K. Young Thomas Andrews Date The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. ii Campbell-Hale, Leigh (Ph.D, History) Remembering Ludlow but Forgetting the Columbine: The 1927-1928 Colorado Coal Strike Dissertation directed by Associate Professor Phoebe S.K. Young This dissertation examines the causes, context, and legacies of the 1927-1928 Colorado coal strike in relationship to the history of labor organizing and coalmining in both Colorado and the United States. While historians have written prolifically about the Ludlow Massacre, which took place during the 1913- 1914 Colorado coal strike led by the United Mine Workers of America, there has been a curious lack of attention to the Columbine Massacre that occurred not far away within the 1927-1928 Colorado coal strike, led by the Industrial Workers of the World (IWW).
    [Show full text]
  • September 20, 2013 Vol
    A unique experience Pilgrimage to Jasper, Ferdinand to highlight German Christmas traditions, page 7. Serving the Church in Central and Southern Indiana Since 1960 CriterionOnline.com September 20, 2013 Vol. LIII, No. 49 75¢ ‘Terrible loss of life’ at Natalie Hoefer Photo by Navy Yard Sharing the Jesus in them shocking and sad, says archbishop WASHINGTON (CNS)—As military, police and federal investigators searched for answers as to why a lone gunman opened fire on Sept. 16 at the Washington Navy Yard, killing 12 people and wounding at least eight more, religious leaders and public officials offered prayers for the victims and their families. Washington Cardinal Donald W. Wuerl and Archbishop Timothy P. Broglio, who heads the Washington-based Archdiocese for the Military Services, both issued brief statements offering prayers for the victims and their families. The shooter was identified as Aaron Alexis, 34, Members of the Congolese Catholic Choir in the U.S. sing a song of praise during the Mass held at St. Bernadette Church in Indianapolis during the third who became the annual convention of the National Association of African Catholics in the U.S. on Sept. 7. 13th victim when Cardinal he died in a gun Donald W. Wuerl battle with police Contagious spirit spreads at National Association at the naval office building in the of African Catholics conference in Indianapolis nation’s capital. At first, law enforcement By Natalie Hoefer in Indianapolis as the city hosted native of Nigeria. authorities thought the third annual conference of the More than 200 African-born Catholics there was a Dressed in colorful traditional attire, National Association of African Catholics from around the U.S.
    [Show full text]
  • Spanish Colonial and Mexican National Content Module
    Texas History Spanish Colonial and Mexican National Eras Content Module This content module has been curated using existing Law-Related Education materials along with images available for public use. This resource has been provided to assist educators with delivering the Texas Essential Knowledge and Skills for middle school Texas History. This content module may be utilized as a tool to help supplement instruction. It is not intended to be a complete unit of study. Note: Arrows have been placed throughout the module to indicate areas where students should interact with the module. All rights reserved. Permission is granted for these materials to be reproduced for classroom use only. No part of these materials may be reproduced in any other form or for any other purpose without the written consent of Law Related Education, State Bar of Texas. For additional information on the LRE Program, please go to www.texaslre.org Spanish Colonial (late 1600s to early 1800s) and Mexican National (1821-1836) Era On the map below, circle Spain , Mexico, and the area we call Texas today. Source: https://lccn.loc.gov/78692118 Read the summary of this era of Texas History below and highlight or underline 3 key words that stand out and help to explain the summary. Spain gave up the search for gold during the Spanish Colonial period and turned their focus to establishing presidios and missions, as well as converting native inhabitants to Catholicism. Spain established missions throughout present-day Texas and laid claim to much of the land in Central America, and Mexico in North America.
    [Show full text]
  • Conditions Along the Borderâ•Fi1915 the Plan De San Diego
    New Mexico Historical Review Volume 43 Number 3 Article 3 7-1-1968 Conditions Along the Border–1915 The Plan de San Diego Allen Gerlach Follow this and additional works at: https://digitalrepository.unm.edu/nmhr Recommended Citation Gerlach, Allen. "Conditions Along the Border–1915 The Plan de San Diego." New Mexico Historical Review 43, 3 (1968). https://digitalrepository.unm.edu/nmhr/vol43/iss3/3 This Article is brought to you for free and open access by UNM Digital Repository. It has been accepted for inclusion in New Mexico Historical Review by an authorized editor of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. 195 CONDITIONS ALONG THE BORDER-1915 THE PLAN DE SAN DIEGO ALLEN GERLACH FROM 1910 to 1916 the\Mexican Republic suffered from acute political instability as one "Plan" after another was issued against claimants to the presidency. The turbulence of the Mexican Revo­ lution began in 1910 with the overthrow of Porfirio Diaz by the movement of Francisco 1. Madero. In 1913 !he tenuous regime of Madero was violently replaced by that of Victoriano Huerta, and the turmoil continued unabated. Faced with major revolutions led by Venustiano Carranza, Francisco Villa, and Emiliano Zapata, Huerta fled Mexico in mid-1914 as the opposition armies con­ verged on Mexico City. Despite the efforts of the new victors to achieve a unified government at the Convention of Aguascalientes in 1914, Carranza's Constitutionalists soon fell into quarreling among themselves and the Revolution entered its most violent phase. Representing the Constitutionalist government of Mexico, Venustiano Carranza and Alvaro Obreg6n arrayed themselves against Francisco Villa and Emiliano Zapata, who purported to represent the cause of the Convention.
    [Show full text]
  • The Underground Railroad: a Study of the Routes from Texas to Mexico
    The Underground Railroad: A Study of the Routes From Texas to Mexico Georgia Redonet Long Middle School INTRODUCTION The Underground Railroad gave the hope of freedom to enslaved people living in the American South. Most Americans are familiar with the basic workings of the Railroad and most know the story of Harriet Tubman, one of its famous conductors. The intricacies of the plans for escape are not as familiar to most people. Few are aware that not everyone ran away to the northern states and Canada. Texas was too far to the west to make escaping to the American North a practical choice. Texas slaves were more likely to runaway to Mexico. Whether the term ―Underground Railroad‖ was actually used to describe the pathways followed by those escaping to freedom in Mexico is not clear. I have chosen to use it in my title because it is recognizable to most people as an identification of escape routes from servitude in the United States. The lesson plans for this curriculum unit will be centered on geography, the process of planning, and research. There will be a contemporary connection to this unit of study. Many of our students at Jane Long Middle School in Houston, Texas are refugees. Their families also had to make plans for escape. They have also gained freedom at a price. Like those who escaped slavery, they too have been separated from family and friends and may never see them again. Any projects involving my students‘ experiences will be on a voluntary basis. For some, the memories may be too recent to share with others.
    [Show full text]
  • Armando-Alonzo.Pdf
    THE IMPACT OF MEXICAN DEVELOPMENTS ON THE ECONOMIC GROWTH OF SOUTH TEXAS 1848-1930 Armando Alonzo Texas A & M University INTRODUCTION With the end of the U.S.-Mexican War, a new international border was created along the Rio Grande that led to the rise of a dynamic binational frontier in South Texas. Settled by the Spaniards in the eighteenth century, South Texas encompasses the territory along the river from Brownsville to Del Rio, northward to San Antonio and southeasterly to Victoria. The region can be divided into three districts: 1. the Lower Valley between the Nueces River and the Río Grande; 2. the Upper Rio Grande in the Eagle Pass and Del Rio areas; and 3. the San Antonio district including lands towards the Gulf Coast (See Map 1).1 This study examines the rise of this binational border during the period from 1848 to 1930 with emphasis on economic development in South Texas and Mexico’s impact on it. This long-view approach allows for comparison of two eras in which thousands of Mexican immigrants settled in South Texas. This history is divided into two natural periods: 1848 to 1900 and 1900 to 1930, a division that permits us to see continuity and change from one era to another. While this study benefits from a growing historiography on border and transnational studies, the literature relevant to Texas and its border with Mexico is limited and generalized. There are indeed older histories of the Mexican immigrants and their adaptation to life in the U.S., while the newer studies emphasize the twentieth century and are concerned with specific themes, communities, or regions.2 Rarely do any of these accounts present the story of the Tejano or native-born of Mexican descent and of the Mexican immigrant.
    [Show full text]
  • Why Invite Foreign Colonists? Grade 4 & 7
    Texas Historical Commission Why Invite Foreign Colonists? Grade 4 & 7 Virtual Field Trip visitsanfelipedeaustin.com Learning Guide Grade 4 & 7 Why Invite Foreign Colonists? Overview: A New Beginning for Texas In Part 2 in the Empresario series from the Texas Historical Commission’s San Felipe de Austin site, learners explore how the introduction of colonists from other nations impacted the development of Texas. The activities provide learners the opportunity to analyze primary source documents related to the settlement efforts. An introductory video is also included. Map of Coahuila y Tejas with land grants,1833. Wiki Creative Commons. Objectives • Identify reasons for and strategies used in developing colonization by foreign citizens in 19th century Texas. • Demonstrate understanding of a filibuster expedition. • Analyze primary source documents. • Reflect on the 1825 laws of colonization. Social Studies TEKS 4th Grade: 4.2 A E, 4.8 C, 4.12 C, 4.14 B, 4.15 A, 4.21 A B, 4.23 7th Grade: 7.2 D E F, 7.10 A B, 7.20 A B, 7.23 Resources • Video: Why Invite Foreign Colonists? (THC YouTube) https://www.youtube.com/ watch?v=D-jWBp6RG-0&feature=youtu.be • Activity 1: Why Invite Foreign Colonists? video activity resource • Activity 2: Coahuila y Tejas Colonization Law of 1825 activity resource (adapted and full versions) • Activity 3: Journal Reflection activity resourcePrimary Source Document: Coahuila y Tejas Colonization Law of 1825 (transcription, adapted and full versions) 2 Vocabulary ayuntamiento (ah yoon tah me EHN toh) noun: a city or town
    [Show full text]
  • Professor Stephen Pitti, Yale University Over the Last Century
    Professor Stephen Pitti, Yale University Over the last century, scholars have written dozens of important studies that excavate the deep and diverse histories of Latinos in the United States, and that show the central role that Latinos have played in American history for hundreds of years. Community historians, historical preservationists, museum professionals, and non-academic researchers have been equally important to chronicling and preserving those histories. In 2013, when the National Park Service published the American Latinos and the Making of the United States theme study, it recognized that Latino history is a critical and powerful area of scholarship, one that is vital for twenty-first century historical preservation and interpretation. The following bibliography offers only a fraction of the important books that might guide new discussions of the centrality of Latino history to the history of the United States: Acosta-Belén, Edna, and Carlos Enrique Santiago. Puerto Ricans in the United States: A Contemporary Portrait. Boulder: Lynne Rienner Publishers, 2006. Acosta-Belén, Edna. The Puerto Rican Woman: Perspectives on Culture, History, and Society. New York: Praeger, 1986. Acosta, Teresa Palomo. Las Tejanas: 300 Years of History. Austin: University of Texas Press, 2003. Adams, John A. Conflict & Commerce on the Rio Grande: Laredo, 1755-1955. College Station: Texas A&M University Press, 2008. Alamillo, José M. Making Lemonade Out of Lemons: Mexican American Labor and Leisure in a California Town, 1880-1960. Urbana: University of Illinois Press, 2006. Alaniz, Yolanda, and Megan Cornish. Viva La Raza: A History of Chicano Identity and Resistance. Seattle, WA: Red Letter Press, 2008. Alaniz, Yolanda, and Megan Cornish.
    [Show full text]
  • Irish and Mexican Migrant Experience in the United States
    Fecha de recepción: 21 agosto 2019 Fecha de aceptación: 1 octubre 2019 Fecha de publicación: 9 febrero 2020 URL: https://oceanide.es/index.php/012020/article/view/47/190 Oceánide número 13, ISSN 1989-6328 DOI: https://doi.org/10.37668/oceánide.v13i.47 Dr. José Antonio Gurpegui Palacios Universidad de Alcalá de Henares, España ORCID: https://orcid.org/0000-0002-4533-9548 So Far So Close: Irish and Mexican Migrant Experience in the United States Resumen Irlandeses y mejicanos conforman dos grupos migratorios especialmente singulares en Estados Unidos. Las actuales diferencias entre unos y otros inducen a pensar que en ambos casos la experiencia migratoria respondió a patrones diferentes. Sin embargo, conforme profundizamos en las raíces históricas, sociológicas y políticas de la llegada y asentamiento de irlandeses y mejicanos a Estados Unidos es posible comprobar que ambos modelos no son tan distintos. En uno y otro caso se reproducen comportamientos similares en aspectos relativos a por qué emigraron, a los patrones de asentamiento, las complejas relaciones con el grupo hegemónico, o los sistemas de autoprotección. Palabras clave: emigración; irlandeses; mejicanos; Estados Unidos; asimilación Abstract Irish and Mexicans conform two singular migratory groups in the United States. Nowadays it is possible to find important differences between both groups that could lead to think that in both cases the migratory experience responded to different patterns. However, as we empirically analyze the historical, sociological, and political roots of the arrival and settlement of Irish and Mexicans in the United States, it is possible to verify that the two models are not so different.
    [Show full text]