JENNIFER VALADEZ [email protected] THE AMERICAN SOUTHWEST: INDIANS, HISPANOS, AND ANGLOS HIST 3321: SUMMER 1 (JUNE 3 – JULY 2) (Fulfills Perspectives-History & Human Diversity Requirements) COURSE DESCRIPTION: The American Southwest has long been a region of great ethnic diversity, political strife, economic exchange, and artistic inspiration. Beginning with Mexican Independence and U.S. mercantile penetration in 1821, this course will explore the history of the region through a variety of themes and materials. By investigating the relations between the three largest ethnic groups—Indians, Hispanos, and Anglos— students will gain a deeper, more nuanced understanding of how both popular imagery of the American Southwest and its often contradictory realities developed through the cultural perceptions, expectations, power struggles, and violence experienced by all who inhabited this space. We will end in the present, connecting current issues from the area to themes in the course. There will be a special emphasis on Taos, as well as the rest of New Mexico, and their context within the greater Southwest and U.S. narrative. We will utilize an interdisciplinary approach to these topics along with the physical resources available in the surrounding area of the Ft. Burgwin campus. The goal is for students to exercise their critical thinking and analytical writing skills through a variety of methods in which history can be recorded, reproduced, and experienced. COURSE READINGS: 1. David J. Weber. The Mexican Frontier, 1821-1846: The American Southwest Under Mexico. Albuquerque: University of New Mexico Press, 1982. 2. Thomas E. Sheridan. A History of the Southwest: The Land and Its People. Tucson, AZ: Southwestern Parks and Monuments Association, 1998. 3. Marta Weigle (ed). Telling New Mexico: An New History. Museum of New Mexico Press, 2009. **All other articles and book excerpts will be available through Blackboard. ASSIGNMENTS: Assignments in this course will allow students to experience the discipline of history in ways that are both traditional and interactive. All readings must be completed by the beginning of class, as lectures will incorporate the information into the greater framework of the course. Students are expected to participate in discussions following each lecture, as well as contribute to the analysis of primary documents we will be examining together in class. Three quizzes will be given over the term, ensuring students have a basic grasp of events and themes in the readings and lectures. Students will also write three essays, the first 3-5 pages and the others 5-7 pages, prompted by questions based on readings and class discussions. No additional outside research or reading will be required for these papers. UPON COMPLETION OF THIS COURSE STUDENTS WILL BE ABLE TO: 1. Discuss the major ideas and events related to the history of the Southwest and its 3 major ethnic groups. 2. Contextualize the history of Taos and New Mexico in the greater regional narrative. 3. Analyze, evaluate and discuss primary documents from the period. 4. Discuss secondary scholarship on the Southwest and New Mexico, focusing on authors’ theses, methods, and conclusions. 5. Write formal responses to historical questions with succinct thesis statements, correctly integrated evidence from class materials, and clearly articulated arguments/conclusions. 6. Demonstrate the ability to use multi-disciplinary approaches for understanding complex issues related to the American Southwest and New Mexico. GRADING: Class Participation** 15% Quizzes 20% Paper #1 15% Paper #2 20% Paper #3 30% **100% attendance to lectures AND outside activities (unless declared optional) is expected and incorporated into your grade. OTHER SMU POLICIES: Students needing academic accommodations for a disability must first contact Ms. Rebecca Marin, Coordinator, Services for Students with Disabilities (214-768- 4557) to verify the disability and establish eligibility for accommodations. They should then schedule an appointment with the professor to make appropriate arrangements. (See University Policy No. 2.4.) Religiously observant students wishing to be absent on holidays that require missing class should notify their professors in writing at the beginning of the term, and should discuss with them, in advance, acceptable ways of making up any work missed because of the absence. (See University Policy NO. 1.9.) COURSE SCHEDULE: JUNE 3 Arrival at Fort Burgwin JUNE 4 SATURDAY JUNE 5 SUNDAY JUNE 6 Paper #1 Due at Beginning of Class Introduction: The American Southwest (Place, People & Myth) > Defining the Southwest through History & Popular Imagery > Major Developments in the Region from Contact to 1821 > Increasing Ties through Trade, Slaves, and Intermarriage • Byrkit, “Land, Sky, and People: The Southwest Defined,” Pg 256- 387 • Weber, “The Spanish Legacy in North America and the Historical Imagination,” Pg 5-24 • Weber, The Mexican Frontier, Pg xv-14 • Weigle, Telling New Mexico, Pg 57-62 • Brooks, “’This Evil Extends Especially…to the Feminine Sex’: Negotiating Captivity in the New Mexico Borderlands,” Pg 279-309 • Review “Hispanic Timeline” & “Native American Timeline” at http://www.newmexico.org/learn/timeline JUNE 7 Lecture: The Spanish Northern Frontier Becomes Mexico > Power & Politics between Church & State > Unyielding Indios • Weber, “The Failure of a Frontier Institution: The Secular Church in the Borderlands under Independent Mexico, 1821-1846,” Pg 125-143 • Weigle, Telling New Mexico, Pg 129-140 • Hamalainen, “The Western Comanche Trade Center: Rethinking the Plains Indian Trade System,” Pg 485-513 JUNE 8 Lecture: Growing Pluralism in the Southwest > Understanding the Draw of the Santa Fe Trail > American Merchants, Settlers, & Adventurers > Manifest Destiny, California, & Everything in Between • Weber, The Mexican Frontier, Pg 158-206 • Weigle, Telling New Mexico, Pg 147-162 • Review “Santa Fe Timeline” at http://www.newmexico.org/learn/timeline JUNE 9 Field Trip: Santa Fe > Pecos National Historical Park > Lunch at the Santa Fe Railyard > Palace of the Governors > Tesuque Pueblos Flea Market > High Road back to Taos JUNE 10 Review for Quiz #1 Field Trip: Morning Visit to Historic Taos Plaza, Martinez Hacienda Picnic Lecture: Increasing Tensions in the Region > The Texas Revolt & Weakening Mexican Government > A Comanche Empire Competes with Nation-States • Weber, The Mexican Frontier, Pg 242-286 • DeLay, “The Wider World of the Handsome Man: Southern Plains Indians Invade Mexico, 1830-1848,” Pg 83-113 JUNE 11 SATURDAY JUNE 12 SUNDAY JUNE 13 Quiz #1 (material from June 7 – June 10) Lecture: The U.S.-Mexican War > U.S. Expectations for the Southwest & Realities > Making the U.S.-Mexican Border Video Clip: U.S.-Mexican War (PBS Documentary) JUNE 14 Lecture: Wild Territories > Shifting Powers between Indios, Hispanos, & Anglos > Billy the Kid, Kit Carson, & Old West Violence in Our Imaginations • Weigle, Telling New Mexico, Pg 217-224 • Sheridan, A History of the Southwest, Pg 52-63 • Brown, “Western Violence: Structure, Values, Myth,” Pg 5-20 Field Trip: Afternoon at the Kit Carson House & Museum JUNE 15 Paper #2 Due by 5:00pm JUNE 16 Field Trip: Ft. Union National Monument Picnic Lecture at Ft. Union: The Civil War in New Mexico • West, “Reconstructing Race,” Pg 6-26 • Molen, “Decision at Glorieta Pass,” Pg 20-33 • Review “Civil War Timeline” at http://www.newmexico.org/learn/timeline JUNE 17 Lecture: The “Indian Problem” in the Southwest > Warfare with the U.S. Army Before & After the Civil War > The Reservation System & Boarding Schools > Remembering the Long Walk • Sheridan, A History of the Southwest, Pg 19-25, 36-42 • Wooster, “A Difficult and Forlorn Country”: The Military Looks at the American Southwest, 1850-1890,” Pg 339-356 JUNE 18 SATURDAY JUNE 19 SUNDAY JUNE 20 Lecture: New Mexico’s Transition from Territory to State > The Great Debate: Questions of Race, Religion & Loyalty • Braeman, “Albert J. Beveridge and Statehood for the Southwest 1902-1912,” Pg 313-342 • B Review “Statehood Timeline” at http://www.newmexico.org/learn/timeline JUNE 21 Review for Quiz #2 Lecture: From Statehood to World Wars > The Promise and Failures of Industry > The World Wars: Mexican Americans & Indians in the Military • Gonzales & Massmann, “Loyalty Questioned: Nuevomexicanos in the Great War,” Pg 629-666 • Weigle, Telling New Mexico, Pg 257-308 JUNE 22 Quiz #2 (material from June 13 – June 21) Lecture: Changing Politics in the Southwest > The Rise of Brown Power & Red Activism JUNE 23 Lecture: New Mexico’s Contribution to the Mythic Southwest > The Arts & Writing Culture of Taos since the 19th Century > Cultural Pluralism in the American Southwest > Racial Realities in the Southwest v. Popular Tourist Imagery • Weigle, Telling New Mexico, Pg 233-246, 375-378 • Rodriguez, “Ethnic Reconstruction in Contemporary Taos,” Pg 541- 555. • Padget, “Travels in the American Southwest,” Pg 413-440 JUNE 24 Field Trip: Taos Pueblos Plaza for San Juan Feast Day • Brown, “The Development of Taos Dance,” Pg 33-41 • Pilling, “Some Questions on Taos Dancing,” Pg 88-92 JUNE 25 SATURDAY JUNE 26 SUNDAY JUNE 27 Field Trip: “Footsteps” Tour of Literary & Artistic Heritage of Taos • Padget, “Travel Writing, Exoticism, and the Writing of Region: Charles Fletcher Lummis and the ‘Creation’ of the Southwest,” Pg 421-449 • Meyer, “The Battle Between ‘Art’ and ‘Progress:’ Edgar L. Hewett and the Politics of Region in the Early-Twentieth-Century Southwest,” Pg 47-96 JUNE 28 Lecture: Resource Distribution,